Inclusive Design in the Field of Education from the Paradigm of Early Intervention
Inclusive education and early intervention go hand in hand in the early educational stages to reach the maximum potential of the student body. The aim of this study was to analyze the inclusive profile of an educational center and assess the effectiveness of an inclusive task (designed for this stud...
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doaj-7f0c785351df43bfb06107006cdea44e2021-06-30T23:18:08ZengMDPI AGChildren2227-90672021-06-01847447410.3390/children8060474Inclusive Design in the Field of Education from the Paradigm of Early InterventionMaría-Luisa Benítez-Lugo0Elena Pinero-Pinto1Fatima Leon-Larios2Esther María Medrano-Sánchez3Maria de-la-Casa-Almeida4Carmen Suarez-Serrano5Department of Physiotherapy, Faculty of Nursing, Physiotherapy and Podiatry, University of Seville, 41009 Seville, SpainDepartment of Physiotherapy, Faculty of Nursing, Physiotherapy and Podiatry, University of Seville, 41009 Seville, SpainDepartment of Nursing, Faculty of Nursing, Physiotherapy and Podiatry, University of Seville, 41009 Seville, SpainDepartment of Physiotherapy, Faculty of Nursing, Physiotherapy and Podiatry, University of Seville, 41009 Seville, SpainDepartment of Physiotherapy, Faculty of Nursing, Physiotherapy and Podiatry, University of Seville, 41009 Seville, SpainDepartment of Physiotherapy, Faculty of Nursing, Physiotherapy and Podiatry, University of Seville, 41009 Seville, SpainInclusive education and early intervention go hand in hand in the early educational stages to reach the maximum potential of the student body. The aim of this study was to analyze the inclusive profile of an educational center and assess the effectiveness of an inclusive task (designed for this study) in a group of students of early childhood education. This analytical, prospective, descriptive and longitudinal study was conducted from both qualitative and quantitative approaches. From the qualitative approach, an interview was carried out with early childhood education teachers. A total of nine participants were interviewed. Their mean age was 42.25 ± 9.30 years, with a mean experience of 14.25 ± 9.25 years. The quantitative part of the study was carried out with 97 students of early childhood education. After delivering a learning workshop about awareness of functional diversity, three variables were analyzed: story memory, demonstrated emotion, and game memory. The qualitative study indicates that it is necessary to develop coping strategies, such as including special education tasks in the classroom, prior to specific staff training and programming in specific aspects of awareness. Moreover, it is shown that the perception of treatment among peers is already present at this educational stage. The quantitative study reveals that the task was exciting and motivating for the students, which promotes learning and awareness.https://www.mdpi.com/2227-9067/8/6/474studentslearning activitiesgame-based learningcreativityinclusive designdiversity |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
María-Luisa Benítez-Lugo Elena Pinero-Pinto Fatima Leon-Larios Esther María Medrano-Sánchez Maria de-la-Casa-Almeida Carmen Suarez-Serrano |
spellingShingle |
María-Luisa Benítez-Lugo Elena Pinero-Pinto Fatima Leon-Larios Esther María Medrano-Sánchez Maria de-la-Casa-Almeida Carmen Suarez-Serrano Inclusive Design in the Field of Education from the Paradigm of Early Intervention Children students learning activities game-based learning creativity inclusive design diversity |
author_facet |
María-Luisa Benítez-Lugo Elena Pinero-Pinto Fatima Leon-Larios Esther María Medrano-Sánchez Maria de-la-Casa-Almeida Carmen Suarez-Serrano |
author_sort |
María-Luisa Benítez-Lugo |
title |
Inclusive Design in the Field of Education from the Paradigm of Early Intervention |
title_short |
Inclusive Design in the Field of Education from the Paradigm of Early Intervention |
title_full |
Inclusive Design in the Field of Education from the Paradigm of Early Intervention |
title_fullStr |
Inclusive Design in the Field of Education from the Paradigm of Early Intervention |
title_full_unstemmed |
Inclusive Design in the Field of Education from the Paradigm of Early Intervention |
title_sort |
inclusive design in the field of education from the paradigm of early intervention |
publisher |
MDPI AG |
series |
Children |
issn |
2227-9067 |
publishDate |
2021-06-01 |
description |
Inclusive education and early intervention go hand in hand in the early educational stages to reach the maximum potential of the student body. The aim of this study was to analyze the inclusive profile of an educational center and assess the effectiveness of an inclusive task (designed for this study) in a group of students of early childhood education. This analytical, prospective, descriptive and longitudinal study was conducted from both qualitative and quantitative approaches. From the qualitative approach, an interview was carried out with early childhood education teachers. A total of nine participants were interviewed. Their mean age was 42.25 ± 9.30 years, with a mean experience of 14.25 ± 9.25 years. The quantitative part of the study was carried out with 97 students of early childhood education. After delivering a learning workshop about awareness of functional diversity, three variables were analyzed: story memory, demonstrated emotion, and game memory. The qualitative study indicates that it is necessary to develop coping strategies, such as including special education tasks in the classroom, prior to specific staff training and programming in specific aspects of awareness. Moreover, it is shown that the perception of treatment among peers is already present at this educational stage. The quantitative study reveals that the task was exciting and motivating for the students, which promotes learning and awareness. |
topic |
students learning activities game-based learning creativity inclusive design diversity |
url |
https://www.mdpi.com/2227-9067/8/6/474 |
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