Los recreos del alumnado con discapacidad en centros de educación secundaria
Resumen Los tiempos de descanso cumplen una función importante en el desarrollo social del alumnado, disponiendo de momentos de interacción libre donde ponen en práctica habilidades para poder relacionarse. El alumnado con discapacidad no se ve en igualdad de condiciones al estar ante una actividad no estructurada que le permita desenvolverse. La planificación del recreo y la mediación por parte del resto de compañeros facilitan las relaciones entre ambos y ofrecen un entorno de aprendizaje natural entre el alumnado, acorde a los principios de la educación inclusiva. Desde esta investigación se llevó a cabo un estudio de casos múltiples en tres aulas de educación especial insertadas en centros ordinarios de secundaria con un total de 19 alumnos con discapacidad. Durante tres meses de observación se recabaron 3420 evidencias de las interacciones que se triangularon con las entrevistas al alumnado. Los resultados muestran un bajo nivel de relaciones entre el alumnado de las aulas que no tenían programados los descansos y aquellas aulas que llevaban a cabo la planificación del recreo y la mediación entre iguales. Se discuten las implicaciones para la práctica.
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MAYAN, J. (2001). Introducción a los métodos cualitativos: módulo de entrenamiento para estudiantes y profesionales. Alberta: International Institute for Qualitative Methodology.
MONTIE, J. y ABERY, B. (2011). Social and emotional well-being of children and youth with disabilities: A brief overview. Impact, 24 (1), 2-3.
PELLEGRINI, A., KATO, K., BLATCHFORD, P. y BAINES, E. (2002). A short-term longitudinal study of children’s playground games across the first year of school: implications for social competence and adjustment to school. American Educational Research Journal, 39 (4), 991-1015. https://doi.org/10.3102/00028312039004991
ROGERS, S. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30 (5), 399-409.
SHAW, I. (2003). La evaluación cualitativa. Barcelona: Paidós.
SIBLEY, B. Y ETNIER, J. (2003). The relationship between physical activity and cognition in chil- dren: a meta-analysis. Pediatric Exercise Science, 15 (3), 243-256. https://doi.org/10.1123/pes.15.3.243
TERPSTRA, J., HIGGINS, K. Y PIERCE, T. (2002). Can I play? Classroombased interventions for teaching play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 17 (2), 119-126.
https://doi.org/10.1177/10883576020170020701
THOMAZET, S. (2009). From integration to inclusive education: does changing the terms impro- ve practice? International Journal of Inclusive Education, 13 (6), 553-563. https://doi.org/10.1080/13603110801923476
ANGROSINO, M.(2012). Etnografía y Observación participante en investigación cualitativa. Madrid: Morata.
ANGUERA, M. T. (1993). Metodología observacional en la investigación psicológica. Barcelona: PPU.
BARDÍN, L. (1986). Análisis de contenido. Madrid: Akal.
BJORKLUND, D. y BROWN, R. (1998). Physical play and cognitive development: Integrating activity, cognition, and education. Child Development, 69 (3), 604-606. https://doi.org/10.1111/j.1467-8624.1998.tb06229.x
BORONAT, J. (2005). Análisis de contenido. Posibilidades de aplicación en la investigación educativa. Revista Interuniversitaria de Formación del Profesorado, 19 (5), 157-174.
BROWN, W., ODOM, S. y CONROY, M. A. (2001). An intervention hierarchy for promoting young children’s peer interactions in natural environments. Topics in Early Childhood Special Education, 21 (3), 162-175. https://doi.org/10.1177/027112140102100304
EVERTSON, C. M. y GREEN, J. L. (1989). La observación como indagación y método. En M. C. WITTROCK (Coord.), La investigación de la Enseñanza, II. Métodos cualitativos y de observación (pp. 303-407). Barcelona: Paidós.
FARRELL, P. (2000). The impact of research on developments in inclusive education. International Journal of Inclusive Education, 4 (2), 153-162. https://doi.org/10.1080/136031100284867
FUJIKI, M., BRINTON, B., ISAACSON, T. y SUMMERS, C. (2001). Social behaviors of children with language impairment on the playground. A Pilot Study. Language, Speech, and Hearing Services in Schools, 32 (2), 101-113. https://doi.org/10.1044/0161-1461(2001/008)
HARPER, C., SYMON, J. y FREA, W. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38 (5), 815-826. https://doi.org/10.1007/s10803-007-0449-2
HEYNE, L. y ANDERSON, L.(2011). Therapeutic recreation in schools: Supporting children’s social and emotional well-being. Impact, 24 (1), 16-17.
HEYNE, L., WILKINS, V. y ANDERSON, L. (2012). Social Inclusion in the Lunchroom and on the Playground at School. Social Advocacy & Systems Change, 3 (1), 54-68.
JARRETT, O. (2002). Recess in elementary school: what does the research say? ERIC Clearinghouse on Elementary and Early Childhood Education. EDO-PS-02-9. Recuperado en http://ecap.crc.illinois.edu/eecearchive/digests/2002/jarrett02s.
KAMPS, D., ROYER, J., DUGAN, E., KRAVITS, T., GONZÁLEZ-LÓPEZ, A., GARCÍA, J., CARNAZZO, K., MORRISON, L. y KANE,L.(2002).Peer training to facilitate social interaction for elementary students with autism and their peers. Exceptional Children, 68 (2), 175-187.
LANG, R., KURIAKOSE, S., LYONS, G., MULLOY, A., BOUTOT, A., BRITT, C., CARUTHERS, S., ORTEGA, L., O’REILLY, M. y LANCIONI, G. (2011). Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 5 (4), 1296-1305. https://doi.org/10.1016/j.rasd.2011.02.012
LAUSHEY, K. y HEFLIN, J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30 (3), 183-193. https://doi.org/10.1023/A:1005558101038
MACHALICEK, W., SHOGREN, K., LANG, R., RISPOLI, M., O’REILLY, M., FRANCO, J. y SIGAFOOS, J. (2009). Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training. Research in Autism Spectrum Disorders, 3 (2), 547-555. https://doi.org/10.1016/j.rasd.2008.11.003
MASON, R., KAMPS, D., TURCOTTE, A., COX, S., FELDMILLER, S. y MILLER, T. (2014). Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 8 (3), 334-344. https://doi.org/10.1016/j.rasd.2013.12.014
MAYAN, J. (2001). Introducción a los métodos cualitativos: módulo de entrenamiento para estudiantes y profesionales. Alberta: International Institute for Qualitative Methodology.
MONTIE, J. y ABERY, B. (2011). Social and emotional well-being of children and youth with disabilities: A brief overview. Impact, 24 (1), 2-3.
PELLEGRINI, A., KATO, K., BLATCHFORD, P. y BAINES, E. (2002). A short-term longitudinal study of children’s playground games across the first year of school: implications for social competence and adjustment to school. American Educational Research Journal, 39 (4), 991-1015. https://doi.org/10.3102/00028312039004991
ROGERS, S. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30 (5), 399-409.
SHAW, I. (2003). La evaluación cualitativa. Barcelona: Paidós.
SIBLEY, B. Y ETNIER, J. (2003). The relationship between physical activity and cognition in chil- dren: a meta-analysis. Pediatric Exercise Science, 15 (3), 243-256. https://doi.org/10.1123/pes.15.3.243
TERPSTRA, J., HIGGINS, K. Y PIERCE, T. (2002). Can I play? Classroombased interventions for teaching play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 17 (2), 119-126.
https://doi.org/10.1177/10883576020170020701
THOMAZET, S. (2009). From integration to inclusive education: does changing the terms impro- ve practice? International Journal of Inclusive Education, 13 (6), 553-563. https://doi.org/10.1080/13603110801923476
Artiles Rodríguez, J., Marchena Gómez, R., & Santana Hernández, R. (2016). Los recreos del alumnado con discapacidad en centros de educación secundaria. Siglo Cero, 47(2), 79–98. https://doi.org/10.14201/scero20164727998
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