Beyond the school walls: keeping interactive learning environments alive in confinement for students in special education

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dc.contributor.authorÁlvarez Guerrero, Garazi
dc.contributor.authorLópez de Aguileta, Garazi
dc.contributor.authorRacionero-Plaza, Sandra
dc.contributor.authorFlores, Lirio
dc.date.accessioned2025-09-15T11:03:50Z
dc.date.available2025-09-15T11:03:50Z
dc.date.issued2021-04-08
dc.date.updated2025-09-15T11:03:50Z
dc.description.abstractThe COVID-19 pandemic and the accompanying safety measures, including confinement, has meant an unprecedented challenge for the world population today. However, it has entailed additional difficulties for specific populations, including children and people with disabilities. Being out of school for months has reduced the learning opportunities for many children, such as those with less academic resources at home or with poorer technological connectivity. For students with disabilities, it has entailed losing the quality of the special attention they often need, in addition to a more limited understanding of the situation. In this context, a case study was conducted in a special education classroom of a secondary education school. This class started implementing Dialogic Literary Gatherings with their special education students before the COVID-19 confinement and continued online during the confinement. Qualitative data was collected after a period of implementation of the gatherings showing positive impacts on the participants. The case study shows that interactive learning environments such as the Dialogic Literary Gatherings can provide quality distance learning for students with disabilities, contributing to overcome some of the barriers that the pandemic context creates for the education of these students.en
dc.description.sponsorshipThis study was supported by INTER-ACT. Interactive Learning Environments for the Inclusion of students with and without disabilities: improving learning, development and relationships, the Spanish National Programme for Research Aimed at the Challenges of Society, Ministry of Economy, Industry and Competitiveness (reference number: EDU2017-88666-R).en
dc.identifier.citationÁlvarez-Guerrero, G., López de Aguileta, A., Racionero-Plaza, S., & Flores-Moncada, L. G. (2021). Beyond the school walls: keeping interactive learning environments alive in confinement for students in special education. Frontiers in Psychology, 12. https://doi.org/10.3389/FPSYG.2021.662646
dc.identifier.doi10.3389/FPSYG.2021.662646
dc.identifier.eissn1664-1078
dc.identifier.urihttps://hdl.handle.net/20.500.14454/3618
dc.language.isoeng
dc.publisherFrontiers Media S.A.
dc.rights© 2021 Álvarez-Guerrero, López de Aguileta, Racionero-Plaza and FloresMoncada
dc.subject.otherDialogic gatherings
dc.subject.otherDistance learning
dc.subject.otherInteractive learning environments
dc.subject.otherSpecial education needs
dc.subject.otherSuccessful educational actions
dc.titleBeyond the school walls: keeping interactive learning environments alive in confinement for students in special educationen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.titleFrontiers in Psychology
oaire.citation.volume12
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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