Dr. Manuel Ojea Rúa.
Catedrático de Orientación Educativa.
Profesor de la Universidad de Vigo.
Profesor de la EDUCOU (Doctorado en Ciencias de la Educación y del Comportamiento).
Profesor del Programa de Doctorado y Máster en Dificultades de Aprendizaje y Procesos Cognitivos.
Profesor del Máster en Intervención Multidisciplinar en la Diversidad en Contextos Educativos.
Miembro de la Comisión Específica de Atención a la Diversidad del Alumnado de la Universidad de Vigo (COATÉN).
viernes, 26 de mayo de 2017
CONTRIBUTIONS OF NEUROLOGICAL PSYCHOLOGY AND SOCIAL THEORY TO FACILITATE THE LEARNING OF CHILDREN WITH AUTISTIC SPECTRUM DISORDERS A SPECIFIC PROGRAM OF DEVELOPMENT OF CONCEPTUAL CATEGORIES
Contributions of neurological psychology and social theory to facilitate the learning of children with autistic spectrum disorders through a specific program of development of conceptual categories.
This article presents to the following general objectives: 1) to apply different interventions, corresponding to 3 experimental groups (EG 1, 2, 3), composed of students with autistic spectrum disorders (ASD), 2) to compare the result found as a consequence of the intervention and 3) to analyze of the ad hoc pilot program (EG1) based on the categorical conceptual learning. The method used is a multivariate comparative analysis of the effectiveness of three programs (with an analysis of 1 factor, across 4 measures, represented by conceptual learning categories, measured through a longitudinal study of 3-month time intervals (total= 12 months). Study involved 18 participants, distributed in 3 experimental groups, each experimental group is made up of 6 students with autistic spectrum disorders across three diagnostic levels, aged between 4 and 15 years, of which 14 are male and 4 are female. Results the improvements found in the participants of experimental group (EG1) in relation to the other two experimental groups (EG2, 3) are remarkable, especially regarding the data found in the fourth measure of the factor of the study. The conclusions show the benefits of educational programs based on the previous evaluation of the participants’ needs and the contributions of the neuropsychology of individual development, as well as social and cultural dimensions.