Initial literacy processes for young people with Down Syndrome: towards the construction of a socio-educational inclusion
This work emerges from a broader one consisting of several interdisciplinary study cases with children and adolescents with specific diagnoses, integrated into common public schools on how they learn to read and write. Therefore, the investigation aims to interpret the best didactic and/or therapeut...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
2021
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| Acceso en línea: | https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/691 |
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I15-R208-article-691 |
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I15-R208-article-6912025-02-24T18:08:50Z Initial literacy processes for young people with Down Syndrome: towards the construction of a socio-educational inclusion Procesos de alfabetización inicial de jóvenes con Síndrome de Down: hacia la construcción de una inclusión socioeducativa Orfilia Báez, Mónica Ponce de Perino, Stella M. Canossa, Cecilia Lucrecia Alfabetización Procesos psicolingüísticos Educación inclusiva Síndrome de Down Prácticas educativas. Literacy Psycholinguistics Inclusive education Teacher training Educational practice This work emerges from a broader one consisting of several interdisciplinary study cases with children and adolescents with specific diagnoses, integrated into common public schools on how they learn to read and write. Therefore, the investigation aims to interpret the best didactic and/or therapeutic strategies to accompany them in that process. Given this background, the present article partially reports the data obtained through a psychogenetic and sociocultural methodology from three adolescent students with Down Syndrome in specific reading and writing situations. The research, still in progress, reveals that the investigated young people develop cognitive processes of complex psycholinguistic character and continue mastering written language under certain didactic conditions. These advances contribute to the analysis of cognitive potentialities of these students for the learning of written language and the incidence of teaching modalities in their possible development. It is intended from this study to contribute to the revision and reformulation of educational practices in terms of literacy to achieve the construction of effective inclusive education Este trabajo surge de uno más amplio consistente en un estudio de casos de carácter interdisciplinario con niños y jóvenes con diagnósticos específicos, integrados en escuelas públicas comunes, acerca de cómo aprenden a leer y a escribir con el fin de interpretar las mejores estrategias didácticas y/o terapéuticas, para acompañarlos en ese proceso. En este artículo se informan parcialmente los datos obtenidos a través de una metodología de base psicogenética y sociocultural con tres estudiantes adolescentes con Síndrome de Down en situaciones específicas de lectura y de escritura. La investigación, todavía en curso, pone de manifiesto que los jóvenes indagados desarrollan procesos cognitivos de carácter psicolingüístico complejos y avanzan en el dominio del lenguaje escrito bajo ciertas condiciones didácticas. Estos avances contribuyen a la reflexión acerca de las potencialidades cognitivas de estos estudiantes para el aprendizaje del lenguaje escrito y la incidencia de las modalidades de enseñanza en su posible desarrollo. A partir de este estudio se pretende aportar a la revisión y reformulación de las prácticas educativas en lo que a alfabetización se refiere para lograr la construcción de una educación efectivamente inclusiva. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2021-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/691 10.35305/rece.v1i17.691 Revista de la Escuela de Ciencias de la Educación; Vol. 1 Núm. 17 (2022) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/691/597 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/691/617 Derechos de autor 2021 Revista de la Escuela de Ciencias de la Educación https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
| repository_str |
R-208 |
| container_title_str |
Revista de la Escuela de Ciencias de la Educación |
| language |
Español |
| format |
Artículo revista |
| topic |
Alfabetización Procesos psicolingüísticos Educación inclusiva Síndrome de Down Prácticas educativas. Literacy Psycholinguistics Inclusive education Teacher training Educational practice |
| spellingShingle |
Alfabetización Procesos psicolingüísticos Educación inclusiva Síndrome de Down Prácticas educativas. Literacy Psycholinguistics Inclusive education Teacher training Educational practice Orfilia Báez, Mónica Ponce de Perino, Stella M. Canossa, Cecilia Lucrecia Initial literacy processes for young people with Down Syndrome: towards the construction of a socio-educational inclusion |
| topic_facet |
Alfabetización Procesos psicolingüísticos Educación inclusiva Síndrome de Down Prácticas educativas. Literacy Psycholinguistics Inclusive education Teacher training Educational practice |
| author |
Orfilia Báez, Mónica Ponce de Perino, Stella M. Canossa, Cecilia Lucrecia |
| author_facet |
Orfilia Báez, Mónica Ponce de Perino, Stella M. Canossa, Cecilia Lucrecia |
| author_sort |
Orfilia Báez, Mónica |
| title |
Initial literacy processes for young people with Down Syndrome: towards the construction of a socio-educational inclusion |
| title_short |
Initial literacy processes for young people with Down Syndrome: towards the construction of a socio-educational inclusion |
| title_full |
Initial literacy processes for young people with Down Syndrome: towards the construction of a socio-educational inclusion |
| title_fullStr |
Initial literacy processes for young people with Down Syndrome: towards the construction of a socio-educational inclusion |
| title_full_unstemmed |
Initial literacy processes for young people with Down Syndrome: towards the construction of a socio-educational inclusion |
| title_sort |
initial literacy processes for young people with down syndrome: towards the construction of a socio-educational inclusion |
| description |
This work emerges from a broader one consisting of several interdisciplinary study cases with children and adolescents with specific diagnoses, integrated into common public schools on how they learn to read and write. Therefore, the investigation aims to interpret the best didactic and/or therapeutic strategies to accompany them in that process. Given this background, the present article partially reports the data obtained through a psychogenetic and sociocultural methodology from three adolescent students with Down Syndrome in specific reading and writing situations. The research, still in progress, reveals that the investigated young people develop cognitive processes of complex psycholinguistic character and continue mastering written language under certain didactic conditions. These advances contribute to the analysis of cognitive potentialities of these students for the learning of written language and the incidence of teaching modalities in their possible development. It is intended from this study to contribute to the revision and reformulation of educational practices in terms of literacy to achieve the construction of effective inclusive education |
| publisher |
Facultad de Humanidades y Artes de la Universidad Nacional de Rosario |
| publishDate |
2021 |
| url |
https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/691 |
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