Álvarez-Guerrero Garazi, López de Aguileta Ane, Racionero-Plaza Sandra, Flores-Moncada Lirio Gissela
Faculty of Psychology and Education, University of Deusto, Bilbao, Spain.
Department of Sociology, University of Barcelona, Barcelona, Spain.
Front Psychol. 2021 Apr 8;12:662646. doi: 10.3389/fpsyg.2021.662646. eCollection 2021.
The COVID-19 pandemic and the accompanying safety measures, including confinement, has meant an unprecedented challenge for the world population today. However, it has entailed additional difficulties for specific populations, including children and people with disabilities. Being out of school for months has reduced the learning opportunities for many children, such as those with less academic resources at home or with poorer technological connectivity. For students with disabilities, it has entailed losing the quality of the special attention they often need, in addition to a more limited understanding of the situation. In this context, a case study was conducted in a special education classroom of a secondary education school. This class started implementing Dialogic Literary Gatherings with their special education students before the COVID-19 confinement and continued online during the confinement. Qualitative data was collected after a period of implementation of the gatherings showing positive impacts on the participants. The case study shows that interactive learning environments such as the Dialogic Literary Gatherings can provide quality distance learning for students with disabilities, contributing to overcome some of the barriers that the pandemic context creates for the education of these students.
新冠疫情以及随之而来的安全措施，包括居家隔离，对当今世界人口而言意味着前所未有的挑战。然而，它给包括儿童和残疾人在内的特定人群带来了更多困难。数月无法上学减少了许多儿童的学习机会，比如那些家中学术资源较少或技术连接较差的孩子。对于残疾学生来说，这不仅意味着他们常常需要的特殊关注质量下降，还意味着他们对情况的理解更加有限。在此背景下，在一所中学的特殊教育班级开展了一项案例研究。这个班级在新冠疫情居家隔离之前就开始与特殊教育学生开展对话式文学聚会，并在隔离期间继续在线进行。在聚会实施一段时间后收集了定性数据，结果显示对参与者有积极影响。该案例研究表明，像对话式文学聚会这样的互动学习环境可以为残疾学生提供高质量的远程学习，有助于克服疫情背景给这些学生的教育带来的一些障碍。
