Análisis de programas dirigidos a promover la educación inclusiva mediante estrategias creativas

  1. Díaz-Pereira, María del Pino 1
  2. Delgado-Parada, Joseba 1
  3. Ricoy, María-Carmen 2
  1. 1 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

  2. 2 Profesora Titular de Universidad de la Universidad de Vigo
Revista:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Ano de publicación: 2024

Volume: 35

Número: 1

Páxinas: 45-56

Tipo: Artigo

DOI: 10.5209/RCED.82449 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista complutense de educación

Resumo

The possibilities offered by the school context are essential to make inclusion effective. In this sense, creative strategies represent a valuable opportunity, since creativity and social tolerance share mechanisms aimed at revaluing original and diverse situations. The aim of this paper is to develop the systematic analysis of educational programmes aimed at promoting inclusive education and supported by creative strategies. This documentary study has been adressed from a mixed approach, essentially supported by qualitative methodology with a content analysis. Initially, 289 documents were detected, from which a total of 21 school intervention programmes that met the established criteria. As results, it should be noted that the indicators of inclusion included within the objectives of the programmes vary according to the educational stage at which they are aimed, with those relating to improving social interaction and encouraging opinions predominating. Awareness raising and communication are the most frequent creative indicators for promoting school inclusion. Learning activities are mainly related to composition and drawing, while technological and artistic resources are the most frequently proposed. The premise of inclusive education supported by the creative approach is included in certain school programmes, although there is room for improvement. The results of this work provide teachers with knowledge about the type of creative indicators, activities and resources that can be useful to promote school inclusion.

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Fonte de datos: Dialnet