Examinando por Autor "Tellado, Itxaso"

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    Análisis de las Tertulias Literarias Dialógicas en educación primaria: un estudio de caso a través de las voces y dibujos argumentados del alumnado
    (Hipatia Editorial, 2020-07-07) Foncillas Beamonte, Mercedes; Santiago Garabieta, Maite; Tellado, Itxaso
    Este artículo muestra el impacto que una Actuación Educativa de Éxito (AEE), en concreto las Tertulias Literarias Dialógicas (TLD) han tenido entre el alumnado de 4º de primaria, después de su implementación, durante 10 sesiones. Se ha contado con los relatos comunicativos escritos y los dibujos argumentados que estos niños y niñas aportaron, sin haber sido requeridos como parte de la investigación, pero que recogieron en profundidad la experiencia vivida. El estudio se enmarca en la investigación I+D+i: Impacto de los entornos interactivos de aprendizaje en el éxito académico y social (García-Carrión, 2015-2017). Se han analizado cualitativamente las aportaciones de estos 48 estudiantes. Los resultados evidencian, que las TLD favorecen la comprensión, la capacidad de reflexión, el conocimiento y el aprendizaje desde el disfrute de obras de literatura clásica. Paralelamente, destacan positivamente su evolución en las dinámicas de aula y en la participación en su entorno educativo y el familiar, mediante el aumento de las interacciones basadas en el diálogo igualitario.
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    Enhancing literacy and communicative skills of students with disabilities in special schools through dialogic literary gatherings
    (Frontiers Media S.A., 2021-04-15) Fernández Villardón, Aitana ; Valls Carol, Rosa; Melgar, Patricia ; Tellado, Itxaso
    Enhancing the quality of learning opportunities for students with disabilities and the learning level attained is a pending challenge. This challenge is especially relevant in the context of special schools, where the learning possibilities derived from interactions with others is limited. However, providing these students with a sufficient level of instrumental learning, such as literacy, and communicative and reasoning abilities is crucial for their subsequent educational and social opportunities. In this case study we analyse a special school that has implemented Dialogic Literary Gatherings with their students as a means to increase learning interactions within the group around the reading and debate of classical books. Semi-structured interviews were conducted with the school principal and with a teacher of the transition to adult life course, and two focus groups were conducted with teachers–one with primary education teachers and one with secondary education teachers–and two focus groups with students–one with primary education students and one secondary education and transition to adult life students–. On the one hand, results show the characteristics of the Dialogic Literary Gatherings that allowed these students to participate and learn. On the other hand, several improvements have been observed. First, regarding instrumental learning, students increased their motivation for reading, and improved their communicative and reasoning abilities and in their reading proficiency. Second, regarding students' behavior, conflict has reduced, solidarity attitudes have increased, and they have acquired dialogic and argumentative habits. Finally, at the emotional level, they gained self-esteem and confidence and feel more empowered to make their voice heard.
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    Fostering the social development of children with special educational needs or disabilities (SEND) through dialogue and interaction: a literature review
    (MDPI AG, 2020-06-08) Fernández Villardón, Aitana; Álvarez Cifuentes, Pilar; Ugalde Lujambio, Leire; Tellado, Itxaso
    The United Nations' Sustainable Development Goal 4 stresses the importance of offering all students an inclusive, quality education, so that they can develop necessary life skills, including academic and social skills. Students with special educational needs and/or disabilities (SEND) not only have greater difficulties in their academic development, but they also have some social development limitations. It is therefore necessary to identify which strategies are effective in helping these students develop social skills. Previous research has noted that dialogical learning environments can contribute to promoting inclusion. This paper provides a literature review of interventions, based on social interaction and their impact on the social skills of students with disabilities. A literature search was performed of scientific databases (Web of Science, SCOPUS, PsycINFO and ERIC) to identify research that used dialogue and interaction to promote the development of the social skills of these students. Twenty-nine studies were selected that yielded improved results in the increase and quality of interactions and the promotion of social behaviours, such as initiations, participation, collaboration, social connection, self-regulation and self-image. Based on these results, it can be concluded that interaction-based interventions with an inclusive approach nurture the social skills of students with disabilities, in line with previous research.
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    Ítem
    Freirean concepts: diluted and damaged
    (Taylor and Francis Inc., 2021-07-01) García Carrión, Rocío ; Tellado, Itxaso; Padrós Cuxart, María