Análisis de una intervención educativa para el desarrollo de la autodeterminación en una alumna con síndrome de Down

  1. Carla Moscoso José 1
  2. Irene Lacruz Pérez 1
  3. Raúl Tárraga Mínguez 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Journal:
ReiDoCrea: Revista electrónica de investigación y docencia creativa

ISSN: 2254-5883

Year of publication: 2021

Volume: 10

Pages: 1-11

Type: Article

DOI: 10.30827/DIGIBUG.66308 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: ReiDoCrea: Revista electrónica de investigación y docencia creativa

Sustainable development goals

Abstract

Introduction: one of the biggest problems that young people with intellectual disabilities face is their low level of autonomy. Aim: The aim of this work is to analyze the efficacy of an intervention based on the use of information and communication technologies (ICT) to achieve improvements in self-determination in a student with Down syndrome. Methods: the intervention is based on the design and application of a web page designed taking into account the specific needs of the participant, her level of skills, and her interests. This ICT tool allows the student to work autonomously in three different areas of knowledge and other aspects of daily life such as housework or behavior in public places. The ARC-INICO scale has been used as assess instrument. Conclusions: the results show a remarkable development in the global levels of selfdetermination of the student, especially in the dimension of autonomy. This result shows that the use of ICT can bring numerous benefits to people with functional diversity, which should be taken into account in the educational field since it could facilitate the inclusion of students with special educational needs (SEN).

Bibliographic References

  • American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
  • Cannella-Malone, HI, Konrad, M, & Pennington, RC (2015). ACCESS! Teaching writing skills to students with intellectual disability. Teaching Exceptional Children, 47(5), 272-280.
  • Chiner, E, Gómez‐Puerta, M, & Cardona‐Moltó, MC (2017). Internet use, risks and online behaviour: The view of internet users with intellectual disabilities and their caregivers. British Journal of Learning Disabilities, 45(3), 190-197.
  • Claes, C, Van Hove, G, Vandevelde, S, Van Loon, J, & Schalock, R (2012). The influence of supports strategies, environmental factors, and client characteristics on quality of life-related personal outcomes. Research in Developmental disabilities, 33(1), 96-103.
  • Cullen, JM, & Alber-Morgan, SR (2015). Technology mediated self-prompting of daily living skills for adolescents and adults with disabilities: A review of the literature. Education and Training in Autism and Developmental Disabilities, 50(1), 43-55.
  • Draper, C, Strnadová, I, & Cumming, T (2014). Using iPads with students with disabilities: Lessons learned from students, teachers, and parents. Intervention in School and Clinic, 49(4), 244-250.
  • Fernández, A (2016). Aspectos generales sobre el síndrome de Down. Revista Internacional de apoyo a la inclusión, logopedia, sociedad y multiculturalidad, 2(1), 33-38.
  • Fernández, JM, Reyes, MM y El Homrani, M (2018). TIC y discapacidad. Principales barreras para la formación del profesorado. EDMETIC, Revista de Educación Mediática y TIC, 7(1), 1-25.
  • Fernández, JM, Román, P, & Siles, C (2020). Are primary education teachers from Catalonia (Spain) trained on the ICT and disability?. Digital Education Review, 37, 288-303.
  • Gómez-Puerta, M, & Chiner, E (2019). Teachers’ perceptions on online behaviour of students with intellectual disability, risk mediation and training. European Journal of Special Needs Education.
  • Llorente, M, & Toledo, P (2016). Initial teacher training in the use of information and communications technology (ICT) for education of the disabled. Digital Education Review, 30, 135-146.
  • Peralta, F y Arellano, A (2014). La autodeterminación de las personas con discapacidad intelectual: situación actual en España. Revista CES Psicología, 7(2), 59-77.
  • Pettersson, F (2018). On the issues of digital competence in educational contexts – a review of literature. Education and Information Technologies, 23, 1005–1021.
  • Stasolla, F, Damiani, R, Perilli, V, Di Leone, A, Albano, V, Stella, A, & Damato, C (2014). Technological supports to promote choice opportunities by two children with fragile X syndrome and severe to profound developmental disabilities. Research in Developmental Disabilities, 35(11), 2993-3000.
  • Verdugo, MA, Vicente, E, Gómez-Vela, M, Fernández, R, Wehmeyer, M, Badia, M., González, F y Calvo, MI (2014). Escala ARC-INICO de Evaluación de la Autodeterminación. Manual de aplicación y corrección. Salamanca: Inico.
Data source: Dialnet