Publication: Programas de apoyo: resultados sobre el rendimiento
y la adaptación escolar de una investigación con
alumnos con necesidades especiales
Authors
Cardona Moltó, Cristina
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Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En este estudio empleando un diseño experimental ATI (Aptitud x Tratamiento)
se examinan los efectos de la implementación de un programa de apoyo sobre el
rendimiento académico, el autoconcepto y la conducta reflexivo-impulsiva. Dichos
efectos se analizan en función del nivel de aptitud (alto vs. bajo potencial de aprendizaje)
y la modalidad de apoyo (integrado en clase vs. apoyo externo). Los sujetos
participantes fueron 60 alumnos con n.e. (6-10 años) y 22 profesores de 4 CP
alicantinos. Los resultados muestran que la modalidad de apoyo integrado en clase
administrado por el tutor contribuye a mejorar significativamente el progreso del
alumno y la actitud del profesor hacia el tratamiento de las diferencias. Igualmente
ofrecen soporte a la hipótesis de que los alumnos de alto potencial obtienen ganancias
significativas superiores a los de bajo estatus independientemente del tipo de
apoyo recibido.
This study, conducted trought an ATI (Aptitude x Treatment Interaction) experimental design, examines the effects on the achievement, self-concept and reflectionimpulsivity cognitive style of the aptitude (high vs. low learning potential) and the type of support (<<in class» vs. resource-room). The subjects were 60 special needs students aged 6-10 and 22 teachers of 4 public schools. Results show that mainstreamed students perforrned better than segregated students and that the high-able students were more competently academically than the low-able students, regardless of the type of support. At the same time teachers improved their attitudes about the mainstreaming.
This study, conducted trought an ATI (Aptitude x Treatment Interaction) experimental design, examines the effects on the achievement, self-concept and reflectionimpulsivity cognitive style of the aptitude (high vs. low learning potential) and the type of support (<<in class» vs. resource-room). The subjects were 60 special needs students aged 6-10 and 22 teachers of 4 public schools. Results show that mainstreamed students perforrned better than segregated students and that the high-able students were more competently academically than the low-able students, regardless of the type of support. At the same time teachers improved their attitudes about the mainstreaming.
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