Martínez-Ramón Juan Pedro, Méndez Inmaculada, Ruiz Esteban Cecilia
Department of Evolutionary and Educational Psychology, University of Murcia, 30100 Murcia, Spain.
Eur J Investig Health Psychol Educ. 2020 Nov 24;10(4):1080-1094. doi: 10.3390/ejihpe10040076.
Students with psychosis in school within the ordinary education system are a reality in the classroom. To study their correct adaptation at school, it is necessary to consider numerous factors such as the personal characteristics of the student, environmental variables, educational measures put in place as well as emotional and cognitive aspects. The aim of this research was to monitor the teaching-learning process of a student diagnosed with psychosis and enrolled in a public school at the secondary level in the ordinary modality with support during an academic year, with the usual resources provided by a guidance department to assess the impact of the educational measures and plans on his emotional and academic fields. This was a single case study in which both qualitative and quantitative information was collected ( = 1). The participant was a student with special needs at the secondary level. An analysis of the results of psychometric tests, plan for diversity, observational analysis, academic file, scholastic history, and multiple interviews were carried out. The findings show how the educational curriculum can be adapted to improve the competences of a student with psychosis by encouraging an increase in social abilities and potential cognitive abilities through the counseling department. The conclusions of this research can provide a guideline for comparison of different educational systems, paying greater attention to the development of emotional aspects, and opting for inclusive measures. In this line, this study shows that students with psychosis can share classrooms and studies with their peers, thus fulfilling the principle of educational inclusion.
在普通教育体系中，患有精神病的学生出现在课堂上是一个现实情况。为了研究他们在学校的正确适应情况，有必要考虑诸多因素，如学生的个人特征、环境变量、所采取的教育措施以及情感和认知方面。本研究的目的是在一学年内，对一名被诊断患有精神病且在普通模式下就读于一所公立中学的学生的教学过程进行监测，并利用指导部门提供的常规资源来评估教育措施和计划对其情感和学业领域的影响。这是一项单案例研究，收集了定性和定量信息（=1）。参与者是一名中学阶段有特殊需求的学生。对心理测试结果、多样性计划、观察分析、学业档案、学业历史以及多次访谈进行了分析。研究结果表明，通过辅导部门鼓励社交能力和潜在认知能力的提升，教育课程如何能够进行调整以提高患有精神病学生的能力。本研究的结论可为比较不同教育体系提供指导方针，更加关注情感方面的发展，并选择包容性措施。就此而言，本研究表明患有精神病的学生可以与同龄人共享课堂和学习，从而实现教育包容原则。
