Inclusive Practices Using Theater Pedagogy as an Alternative for Access to Learning
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Archivos
Fecha
2023-06-21
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Cosmos Scholars Publishing House
Nombre de Curso
Licencia CC
CC BY-NC 3.0 DEED
Attribution-NonCommercial 3.0 Unported
Licencia CC
https://creativecommons.org/licenses/by-nc/3.0/
Resumen
Psychopedagogical research on theatrical pedagogy is among the most significant inclusive education practices in subjects with Special Educational Needs. The objective of the article was to evaluate the use of personal stories of children with Down syndrome who are in the Transition II level of Kindergarten Education and fourth year of Basic Education from theatrical pedagogy as inclusive practices in a private school in the commune of Vitacura, Metropolitan Region (Chile). The research was conducted through the interpretative qualitative approach, using techniques such as the episodic interview and the photographic interview. The Atlas.ti software was used to process the data. The interpretation of results and discussion yielded five central categories: 1) learning opportunities, 2) participation, 3) school access, 4) teaching theater pedagogy, and 5) theater pedagogy activities. This study identifies favorable attitudes of the interviewees to the exercise of theater pedagogy activities as an inclusive scenario, although with observations for improvement in access and physical spaces. © 2023 International Journal of Membrane Science and Technology. All rights reserved.
Notas
INDEXACIÓN: SCOPUS.
Palabras clave
Educational innovation, Special education, Theatrical pedagogy
Citación
International Journal of Membrane Science and Technology, Volume 10, Issue 2, Pages 349 - 360, 21 June 2023
DOI
10.15379/ijmst.v10i2.1204