Palabras clave
Prácticas inclusivas
TDAH
MOSAIC
Tecnologías del Aprendizaje y la Comunicación
aprendizaje cooperativo
TDAH
MOSAIC
Tecnologías del Aprendizaje y la Comunicación
aprendizaje cooperativo
Cómo citar
Latorre-Cosculluela, C., Liesa-Orús, M., & Vázquez-Toledo, S. (2018). Escuelas inclusivas: aprendizaje cooperativo y TAC con alumnado con TDAH. Magis, Revista Internacional De Investigación En Educación, 10(21), 137-152. https://doi.org/10.11144/Javeriana.m10-21.eatt
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Resumen
En este artículo, mediante una revisión teórica, se analizan las prácticas inclusivas más eficaces implementadas con alumnado con Trastorno por Déficit de Atención e Hiperactividad (TDAH), haciendo especial mención al modelo Making Socially Accepting Inclusive Classrooms (MOSAIC) y a la mediación entre iguales como elementos fundamentales de trabajo del aprendizaje cooperativo y las prácticas inclusivas en las escuelas. Finalmente, se hace hincapié en la utilización de las Tecnologías del Aprendizaje y la Comunicación y otras metodologías globalizadoras con grupos de alumnado con TDAH.
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American Psychiatric Association (2014). Trastornos del desarrollo neurológico. En American Psychiatric Association (au.). DSM-5. Manual diagnóstico y estadístico de los trastornos mentales, 17-48. Buenos Aires: Editorial Médica Panamericana.
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Arco-Tirado, José Luis; Fernández-Martín, Francisco D. & Hinojo-Lucena, Francisco Javier (2004). Trastorno por déficit de atención con hiperactividad: intervención psicopedagógica. Psicothema, 16 (3), 408-414. Disponible en: http://www.unioviedo.es/reunido/index.php/PST/article/view/ 8215/8079
Artigas-Pallarés, Josep (2003). Comorbilidad en el trastorno por déficit de atención e hiperactividad. Revista de Neurología, 36 (1), 68-78. Disponible en: http://www2.uned.es/psicofarmacologia/stahl4Ed/contenidos/Tema3/documentos/C9D_11.pdf
Boo, Gerly M. de & Prins, Pier J. M. (2007). Social Incompetence in Children with ADHD: Possible Moderators and Mediators in Social-Skills Training. Clinical Psychology Review, 27 (1), 78-97. DOI: 10.1016/j.cpr.2006.03.006
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Flood, William A.; Wilder, David A.; Flood, Amy L. & Masuda, Akihiko (2002). Peer-Mediated Reinforcement plus Prompting as Treatment for Off-Task Behavior in Children with Attention Deficit Hyperactivity Disorder. Journal of Applied Behavior Analysis, 35 (2) 199-204. DOI:10.1901/jaba.2002.35-199. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1284378/pdf/12102141.pdf
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Gillies, Robyn M. & Khan, Asaduzzaman (2009). Promoting Reasoned Argumentation, ProblemSolving and Learning during Small-Group Work. Cambridge Journal of Education, 39 (1), 7-27.
Grauvogel-MacAleese, Alicia N. & Wallace, Michele D. (2010). Use of Peer-Mediated Intervention in Children with Attention Deficit Hyperactivity Disorder. Journal of Applied Behavior Analysis, 43 (3), 547-551. DOI: 10.1901/jaba.2010.43-547
Gutiérrez, Aníbal; Hale, Melissa N.; Gossens-Archuleta, Krista & Sobrino-Sánchez, Victoria (2007). Evaluating the Social Behavior of Preschool Children with Autism in an Inclusive Playground Setting. International Journal of Special Education, 22 (3), 26-30. Disponible en: http://files.eric.ed.gov/fulltext/EJ814505.pdf
Harris, Amanda; Rick, Jochen; Bonnett, Victoria J.; Yuill, Nicola; Fleck, Rowanne; Marshall, Paul & Rogers, Yvonne (2009). Around the Table: Are Multiple-Touch Surfaces Better than SingleTouch for Children's Collaborative Interactions. Proceedings of the 9th International Conference on Computer Supported Collaborative Learning, 1, 335-344. Disponible en: http://oro.open.ac.uk/19510/1/os-cscl2009.pdf
Hoza, Betsy (2007). Peer Functioning in Children with ADHD. Journal of Pediatric Psychology, 32 (6), 655-663. DOI: 10.1093/jpepsy/jsm024
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Andrade, Brendan F. & Tannock, Rosemary (2014). Sustained Impact of Inattention and Hyperactivity-Impulsivity on Peer Problems: Mediating Roles of Prosocial Skills and Conduct Problems in a Community Sample of Children. Child Psychiatry & Human Development, 45 (3), 318-328. DOI: 10.1007/s10578-013-0402-x
Archer, Karin; Savage, Robert; Sanghera-Sidhu, Sukhbinder; Wood, Eileen; Gottardo, Alexandra & Chen, Victoria (2014). Examining the Effectiveness of Technology Use in Classrooms: A Tertiary Metaanalysis. Computers & Education, 78, 140-149. DOI: 10.1016/j.compedu.2014.06.001
Arco-Tirado, José Luis; Fernández-Martín, Francisco D. & Hinojo-Lucena, Francisco Javier (2004). Trastorno por déficit de atención con hiperactividad: intervención psicopedagógica. Psicothema, 16 (3), 408-414. Disponible en: http://www.unioviedo.es/reunido/index.php/PST/article/view/ 8215/8079
Artigas-Pallarés, Josep (2003). Comorbilidad en el trastorno por déficit de atención e hiperactividad. Revista de Neurología, 36 (1), 68-78. Disponible en: http://www2.uned.es/psicofarmacologia/stahl4Ed/contenidos/Tema3/documentos/C9D_11.pdf
Boo, Gerly M. de & Prins, Pier J. M. (2007). Social Incompetence in Children with ADHD: Possible Moderators and Mediators in Social-Skills Training. Clinical Psychology Review, 27 (1), 78-97. DOI: 10.1016/j.cpr.2006.03.006
Bryant, Diane Pedrotty & Bryant, Brian R. (1998). Using Assistive Technology Adaptations to Include Students with Learning Disabilities in Cooperative Learning Activities. Journal of Learning Disabilities, 31 (1), 41-54. DOI: 10.1177/002221949803100105
Cabero-Almenara, Julio & Córdoba-Pérez, Margarita (2009). Inclusión educativa: inclusión digital. Revista de Educación Inclusiva, 2 (1), 61-71. Disponible en: http://rabida.uhu.es/dspace/bitstream/handle/10272/11296/Inclusion_educativa.pdf?sequ, http://www.revistaeducacioninclusiva.es/index.php/REI/article/view/27/26
Caso, Ana María de; Blanco, Jana & Navas, Gloria (2012). Las TICS en segundo ciclo de educación infantil. International Journal of Development and Educational Psychology, 1 (1), 189-198. Disponible en: http://dehesa.unex.es/bitstream/handle/10662/2566/0214-9877_2012_1_1_189.pdf?sequence=5
Clarfield, Julie & Stoner, Gary (2005). The Effects of Computerized Reading Instruction on the Academic Performance of Students Identified with ADHD. School Psychology Review, 34 (2), 246-254. Disponible en: https://eric.ed.gov/?id=EJ788202
Crook, Charles (1998). Children as Computer Users: the Case of Collaborative Learning. Computers & Education, 30 (3-4), 237-247. DOI: 10.1016/S0360-1315(97)00067-5
Daley, David & Birchwood, James (2010). ADHD and Academic Performance: Why Does ADHD Impact on Academic Performance and What Can Be Done to Support ADHD Children in the Classroom? Child: Care, Health and Development, 36 (4), 455-464. DOI: 10.1111/j.1365-2214.2009.01046.x
Durán-Fernández, Antonio; Barrio-Barrio, José Félix & Herrán-Gascón, Agustín de la (2007). Recursos informáticos para la enseñanza-aprendizaje del inglés en educación infantil y primer ciclo de primaria: una investigación en el aula. Porta Linguarum, 7, 89-118. Disponible en: http://www.ugr.es/~portalin/articulos/PL_numero7/7Antonio%20Dur%C3%A1n.pdf
Echeita-Sarrionandía, Gerardo & Ainscow, Mel (2011). La educación inclusiva como derecho. Marco de referencia y pautas de actuación para el desarrollo de una revolución pendiente. Tejuelo, 12, 26-46. Disponible en: https://repositorio.uam.es/bitstream/handle/10486/661330/educacion_echeita_TEJUELO_2011.pdf?sequence=1&isAllowed=y
Escobar, José Pablo; Arroyo, Rodrigo; Benavente, Catalina; Díaz, Robinson; Garolera, Marion; Sepúlveda, Angélica; Urzúa, Diego & Veliz, Soledad (2016). Requisitos, retos y oportunidades en el contexto del desarrollo de nuevas tecnologías con niños para niños con discapacidad. Revista Nacional e Internacional de Educación Inclusiva, 9 (3), 127-143. Disponible en: https://dialnet.unirioja.es/servlet/articulo?codigo=5986225
Fenstermacher, Kevin; Olympia, Daniel & Sheridan, Susan M. (2006). Effectiveness of a Computer-Facilitated, Interactive Social Skills Training Program for Boys with Attention Deficit Hyperactivity Disorder. School Psychology Quarterly, 21 (2), 197-224. DOI: http://dx.doi.org/10.1521/scpq.2006.21.2.197
Flood, William A.; Wilder, David A.; Flood, Amy L. & Masuda, Akihiko (2002). Peer-Mediated Reinforcement plus Prompting as Treatment for Off-Task Behavior in Children with Attention Deficit Hyperactivity Disorder. Journal of Applied Behavior Analysis, 35 (2) 199-204. DOI:10.1901/jaba.2002.35-199. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1284378/pdf/12102141.pdf
García-Álvarez, Salvia; Bleda-Marco, Estefanía; Castillo-García, Francisco Javier & Cuerva-Jimeno, Macarena (2015). La opinión de profesionales sobre la incorporación de soportes tecnológicos portátiles en las aulas. Revista de Educación a Distancia, 39, 1-18. Disponible en: http://www.redalyc.org/html/547/54729539009/
Gillies, Robyn M. & Khan, Asaduzzaman (2009). Promoting Reasoned Argumentation, ProblemSolving and Learning during Small-Group Work. Cambridge Journal of Education, 39 (1), 7-27.
Grauvogel-MacAleese, Alicia N. & Wallace, Michele D. (2010). Use of Peer-Mediated Intervention in Children with Attention Deficit Hyperactivity Disorder. Journal of Applied Behavior Analysis, 43 (3), 547-551. DOI: 10.1901/jaba.2010.43-547
Gutiérrez, Aníbal; Hale, Melissa N.; Gossens-Archuleta, Krista & Sobrino-Sánchez, Victoria (2007). Evaluating the Social Behavior of Preschool Children with Autism in an Inclusive Playground Setting. International Journal of Special Education, 22 (3), 26-30. Disponible en: http://files.eric.ed.gov/fulltext/EJ814505.pdf
Harris, Amanda; Rick, Jochen; Bonnett, Victoria J.; Yuill, Nicola; Fleck, Rowanne; Marshall, Paul & Rogers, Yvonne (2009). Around the Table: Are Multiple-Touch Surfaces Better than SingleTouch for Children's Collaborative Interactions. Proceedings of the 9th International Conference on Computer Supported Collaborative Learning, 1, 335-344. Disponible en: http://oro.open.ac.uk/19510/1/os-cscl2009.pdf
Hoza, Betsy (2007). Peer Functioning in Children with ADHD. Journal of Pediatric Psychology, 32 (6), 655-663. DOI: 10.1093/jpepsy/jsm024
Hoza, Betsy; Mrug, Sylvie; Gerdes, Alyson C.; Hinshaw, Stephen P.; Bukowski, William M.; Gold, Joel A.; Kraemer, Helena C.; Pelham Jr., William E.; Wigal, Timothy & Arnold, L. Eugene (2005). What Aspects of Peer Relationships Are Impaired in Children with Attention-Deficit/Hyperactivity Disorder? Journal of Consulting and Clinical Psychology, 73 (3), 411-423. DOI: http://dx.doi.org/10.1037/0022-006X.73.3.411. Disponible en: https://pdfs.semanticscholar.org/2ad1/ff1e948e8acc5db2e2c5144b95528a7532a5.pdf
Hyun, Eunsook (2005). A Study of 5- to 6-Year-Old Children's Peer Dynamics and Dialectical Learning in a Computer-Based Technology-Rich Classroom Environment. Computers & Education, 44 (1), 69-91. DOI: 10.1016/j.compedu.2004.01.004
Jiménez-García, Alina; Miño-Valdés, Juan Esteban; Rodríguez-Cervera, Clara Luz; Duarte-Bréard, Matilde & González-Rodríguez, Emilio (2016). Potencialidades de la escuela, la familia y la comunidad para la inclusión de los escolares con TDAH. ACADEMO. Revista de Investigación en Ciencias Sociales y Humanidades, 3 (2), 1-13. Disponible en: https://dialnet.unirioja.es/servlet/articulo?codigo=5757751
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