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Inclusive and active play: a theoretical model
In this book we are not going to approach play as a learning methodology. Instead, the main objective is to increase the enjoyment of free play in leisure time and improve the experiences of all children. If implemented correctly, then undoubtedly, some important incidental learning will occur.
Leading inclusive educational communities to promote inclusive and active play
As explained in more detail throughout this book, the link between the environment and the school constitutes a relationship of mutual interdependence that is paramount for meeting the challenge of implementing inclusion as a guiding principle for action. In order to build inclusive cultures, the actions proposed by the education centre must be reflected and have continuity outside the school walls, so that they are not disconnected from reality and children and youth can internalise and generalise them in a natural and logical manner. Because as Wenger et al (2021) show, children’s experiences indicate that children with disabilities are not included in the play of children without disabilities and vice versa (there is an invisible social barriers and the perfection of ‘us and them’), as well as the segregation between children with and without disabilities caused by the school system might continue, even unintentionally, on the inclusive playgrounds.
Bases teóricas sobre el juego activo
En este libro no vamos a abordar el juego como una metodología de aprendizaje. Por el contrario, el objetivo principal es aumentar el disfrute del juego libre en el tiempo libre y mejorar las experiencias de todos los niños. Si se aplica correctamente, sin duda se producirán algunos aprendizajes incidentales importantes. También hay que tener en cuenta que, aunque es fácil de transferir a otros ámbitos distintos del educativo en los que el juego de los niños está presente, en este libro nos centraremos en el planteamiento de situaciones en contextos educativos. Los materiales del PINC, y en concreto los de este libro pretenden ofrecer una base pedagógica sobre la que construir el juego inclusivo y una metodología de aplicación desde un enfoque pedagógico.
Estrategias de sensibilización hacia la inclusión
Como se explica con más detalle a lo largo de esta guía, el vínculo entre el entorno y la escuela constituye una relación de interdependencia mutua que es primordial para afrontar el reto de implantar la inclusión como principio rector de la acción. Para construir culturas inclusivas, las acciones propuestas por el centro educativo deben reflejarse y tener continuidad fuera de los muros escolares, para que no queden desconectadas de la realidad y los niños y jóvenes puedan interiorizarlas y generalizarlas de forma natural y lógica.
Cognitive accesibility, architecture, and the autism spectrum
This text deals fundamentally with design and architecture: the route of spatial recognition, which is the least known —or worked on— within the approaches of the autism spectrum given its difficulty in being synthesized in a paradigm or normative set. The objective is to create a framework to approach the design of environments and buildings, in order to facilitate spatial development in everyday life and, especially, in learning situations. The spatial route, which is the project, creates: - A set of spatial coordinates that liberates the user from the anguish of not recognizing, of not understanding the space in which he is developing. And that offer him the possibility of finding the...
