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Year 2020, , 265 - 273, 01.07.2020
https://doi.org/10.24331/ijere.747244

Abstract

References

  • Alcaraz Carrillo, M. D., Cartagena Ros, J. M., Hernández Pallarés, L. A., Riquelme Ortiz, C., Ruiz Romero, M. J. & Sabater Drott, V. (2014). Intervención educativa en el alumnado con trastorno por déficit de atención e hiperactividad en la Educación Secundaria. Murcia: Consejería de Educación, Formación y Empleo. Abad-Mas, L., Ruiz-Andrés, R., Moreno-Madrid, F., Herrero, R & Suay, E. (2013). Psychopedagogical intervention in attention deficit/hyperactivity disorder. Journal of Neurology, 57(1), 193-203. Casanova, M. (2011). Inclusive education: A model for the future. Madrid: Wolters Kluwer. Delgado-Mejía, I.D, Etchepareborda, M.C. (2013). Disorders of executive functions. Diagnosis and treatment. Journal of Neurology, 57(1), 95-103. Dyson, L. (2010). Unanticipated effects of children with learning disabilities on their families. Learning Disability Quarterly, 33, 44-55 Faraone, S.V. (2015). Trastorno por déficit de atención con hiperactividad y muerte prematura. The www.ijere.com Lancet , 385 (9983), 2132-2133 Fenollar Iváñez, F., Gómez Sánchez, J.A. & Muñoz, A. (2015). Tratamiento no farmacológico del trastorno por déficit de atención e hiperactividad (TDAH) y su abordaje en el entorno escolar. Revista española de pediatría, 71(2), 90-97. Fenollar Iváñez, F., Gómez Sánchez, J.A. & Muñoz Ruiz, A. (2015). Tratamiento no farmacológico del trastorno por déficit de atención e hiperactividad (TDAH) y su abordaje en el entorno escolar. Rev Esp Pediatr, 92-97. Fierro, C., Fortoul, B. & Rosas L. (2010). Transformando la práctica docente. Una propuesta basada en la investigación-acción. Barcelona: Paidós. García, J. y González, D. (2000). Dificultades de aprendizaje e intervención psicopedagógica. Lectura y escritura (vol. II). Madrid: EOS. García, J. (2012). Dislexia y discalculia. Extraños compañeros de viaje? Revista de Logopedia, Foniatría y Audiología. Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, D. H. (2012). Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study. Journal of Educational Psychology, 104, 206–223. doi:10.1037/a0025398. Gómez-Beneyto, M., Nolasco, A., Moncho, J., Pereyra_Zamora, P., Tamayo-Fonseca, N.,Munarriz, M. & Girón, M. (2013). Psychometric behaviour of the strenghts and difficulties question naire (SDQ) in the Spanish national health survey 2006. BMC psychiatry, 13 (1), 95. Doi: 10.1186/1471-244-13-95. Johnson, S., Hollis, C., Kochhar, P., Hennessy, E., Wolke, D., & Marlow, N. (2010). Psychiatric disorders in extremely preterm children: Longitudinal finding at age 11 years in the EPICure study. Journal of the American Academy of Child y Adolescent Psychiatry, 49(5), 453-463. Recuperado de: http://www.sciencedirect.com/science/ article/pii/S0890856710001425. LOMCE. (2013). Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. (BOE de 10 de diciembre de 2013). Luque, D.J. and Rodríguez, G. (2006). Dificultades en el Aprendizaje: Unificación de Criterios Diagnósticos. III Criteria for Pedagogical Intervention. Materials for Guidance Practice Volume No. 3. Junta de Andalucía. Department of Education. General Directorate of Participation and Educational Solidarity. Mautone, J. A., Lefler, E. K. & Power, T. J. (2011). Promoting family and school success for children with ADHD: strengthening relationships while building skills. Theory Into Practice, 50(1), 43-51. doi: 10.1080/00405841.2010.534937. Orjales Villar, I. (2014). Déficit de atención con hiperactividad manual para padres y educadores. Ciencias de la Educación Preescolar y Especial. Pérez Juste, R. (2014). Evaluación de evaluación de programas educativos. Madrid: La Muralla. Putnam, R. & Borko, H. (2000). El aprendizaje del profesor: implicaciones de las nuevas perspectivas de la cognición. En Biddel, B., Good, T y Goodson, I. (2000) La enseñanza y los profesores I. La profesión de enseñar. (pp.219- 299) Barcelona: Paidós. Quintana Cabanas, J. M (1991). Pedagogía comunitaria, perspectivas mundiales de educación de adultos. Madrid: Narcea. Quintanal, J y Pérez, G. (2013). Políticas, modelos y planificación de la intervención. En Melendro, Miguel y Rodríguez, Ana Eva. Intervención con menores y jóvenes en dificultad social. pp. 177-231. Madrid: UNED Editorial. Quintero, J., & Castaño de la Mota, C. (2014). Introducción y etiopatogenia del trastorno por déficit de atención e hiperactividad (TDAH). Pediatría Integral, 9, 600- 608. Portellano, J. (2010). La disgrafía. Colección Educación Especial. General Pardinar: Madrid. Romero, J.(2004). Dificultades en el aprendizaje: Unificación de criterios diagnósticos. Tecnographic, S.L. Sánchez Navarro, L., Herrera, E. & Parra, J. (2013). Los procesos de evaluación psicopedagógica y los diagnósticos clínicos del Trastorno por déficit con hiperactividad: un estudio de casos. XVI Congreso Nacional II internacional Modelos de Investigación Educativa, Alicante, 4-6 Septiembre. Shaywitz, E. (2003). Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability. The New England Journal of Medicine. 326,145–150. The National Joint Committe on Learning Disabilities (1998). Learning disabilities in the primary school. Waisburg, C. (2016). Children with learning difficulties. Editorial Universitaria de Buenos Aires. Buenos Aires.

The Educational Inclusion in the Deficit of Attention of Elementary Students

Year 2020, , 265 - 273, 01.07.2020
https://doi.org/10.24331/ijere.747244

Abstract

Over time, society has undergone various changes and transformations, with the school being the
space in which they have been most directly reflected. We go from positivist educational models to
constructivist educational models, in order to respond to social needs. Currently, these changes are
heading towards a model with new opportunities in learning, with the proposal of attending to
social and school diversity, which is increasingly late. However, we stop to ask ourselves, is there
educational inclusion?For this, a quantitative study was carried out in a Primary Education center in
Madrid, the sample was made up of 100 students in the primary education stage, the objective that
was intended to understand and know, are the educational responses The analysis of the results
have allowed verifying the difficulties in learning in a great challenge in the classroom currently,
introducing new methodologies in the classroom to promote educational inclusion. The results
include the need for teacher training to include students in the first stage of their life

References

  • Alcaraz Carrillo, M. D., Cartagena Ros, J. M., Hernández Pallarés, L. A., Riquelme Ortiz, C., Ruiz Romero, M. J. & Sabater Drott, V. (2014). Intervención educativa en el alumnado con trastorno por déficit de atención e hiperactividad en la Educación Secundaria. Murcia: Consejería de Educación, Formación y Empleo. Abad-Mas, L., Ruiz-Andrés, R., Moreno-Madrid, F., Herrero, R & Suay, E. (2013). Psychopedagogical intervention in attention deficit/hyperactivity disorder. Journal of Neurology, 57(1), 193-203. Casanova, M. (2011). Inclusive education: A model for the future. Madrid: Wolters Kluwer. Delgado-Mejía, I.D, Etchepareborda, M.C. (2013). Disorders of executive functions. Diagnosis and treatment. Journal of Neurology, 57(1), 95-103. Dyson, L. (2010). Unanticipated effects of children with learning disabilities on their families. Learning Disability Quarterly, 33, 44-55 Faraone, S.V. (2015). Trastorno por déficit de atención con hiperactividad y muerte prematura. The www.ijere.com Lancet , 385 (9983), 2132-2133 Fenollar Iváñez, F., Gómez Sánchez, J.A. & Muñoz, A. (2015). Tratamiento no farmacológico del trastorno por déficit de atención e hiperactividad (TDAH) y su abordaje en el entorno escolar. Revista española de pediatría, 71(2), 90-97. Fenollar Iváñez, F., Gómez Sánchez, J.A. & Muñoz Ruiz, A. (2015). Tratamiento no farmacológico del trastorno por déficit de atención e hiperactividad (TDAH) y su abordaje en el entorno escolar. Rev Esp Pediatr, 92-97. Fierro, C., Fortoul, B. & Rosas L. (2010). Transformando la práctica docente. Una propuesta basada en la investigación-acción. Barcelona: Paidós. García, J. y González, D. (2000). Dificultades de aprendizaje e intervención psicopedagógica. Lectura y escritura (vol. II). Madrid: EOS. García, J. (2012). Dislexia y discalculia. Extraños compañeros de viaje? Revista de Logopedia, Foniatría y Audiología. Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, D. H. (2012). Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study. Journal of Educational Psychology, 104, 206–223. doi:10.1037/a0025398. Gómez-Beneyto, M., Nolasco, A., Moncho, J., Pereyra_Zamora, P., Tamayo-Fonseca, N.,Munarriz, M. & Girón, M. (2013). Psychometric behaviour of the strenghts and difficulties question naire (SDQ) in the Spanish national health survey 2006. BMC psychiatry, 13 (1), 95. Doi: 10.1186/1471-244-13-95. Johnson, S., Hollis, C., Kochhar, P., Hennessy, E., Wolke, D., & Marlow, N. (2010). Psychiatric disorders in extremely preterm children: Longitudinal finding at age 11 years in the EPICure study. Journal of the American Academy of Child y Adolescent Psychiatry, 49(5), 453-463. Recuperado de: http://www.sciencedirect.com/science/ article/pii/S0890856710001425. LOMCE. (2013). Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. (BOE de 10 de diciembre de 2013). Luque, D.J. and Rodríguez, G. (2006). Dificultades en el Aprendizaje: Unificación de Criterios Diagnósticos. III Criteria for Pedagogical Intervention. Materials for Guidance Practice Volume No. 3. Junta de Andalucía. Department of Education. General Directorate of Participation and Educational Solidarity. Mautone, J. A., Lefler, E. K. & Power, T. J. (2011). Promoting family and school success for children with ADHD: strengthening relationships while building skills. Theory Into Practice, 50(1), 43-51. doi: 10.1080/00405841.2010.534937. Orjales Villar, I. (2014). Déficit de atención con hiperactividad manual para padres y educadores. Ciencias de la Educación Preescolar y Especial. Pérez Juste, R. (2014). Evaluación de evaluación de programas educativos. Madrid: La Muralla. Putnam, R. & Borko, H. (2000). El aprendizaje del profesor: implicaciones de las nuevas perspectivas de la cognición. En Biddel, B., Good, T y Goodson, I. (2000) La enseñanza y los profesores I. La profesión de enseñar. (pp.219- 299) Barcelona: Paidós. Quintana Cabanas, J. M (1991). Pedagogía comunitaria, perspectivas mundiales de educación de adultos. Madrid: Narcea. Quintanal, J y Pérez, G. (2013). Políticas, modelos y planificación de la intervención. En Melendro, Miguel y Rodríguez, Ana Eva. Intervención con menores y jóvenes en dificultad social. pp. 177-231. Madrid: UNED Editorial. Quintero, J., & Castaño de la Mota, C. (2014). Introducción y etiopatogenia del trastorno por déficit de atención e hiperactividad (TDAH). Pediatría Integral, 9, 600- 608. Portellano, J. (2010). La disgrafía. Colección Educación Especial. General Pardinar: Madrid. Romero, J.(2004). Dificultades en el aprendizaje: Unificación de criterios diagnósticos. Tecnographic, S.L. Sánchez Navarro, L., Herrera, E. & Parra, J. (2013). Los procesos de evaluación psicopedagógica y los diagnósticos clínicos del Trastorno por déficit con hiperactividad: un estudio de casos. XVI Congreso Nacional II internacional Modelos de Investigación Educativa, Alicante, 4-6 Septiembre. Shaywitz, E. (2003). Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability. The New England Journal of Medicine. 326,145–150. The National Joint Committe on Learning Disabilities (1998). Learning disabilities in the primary school. Waisburg, C. (2016). Children with learning difficulties. Editorial Universitaria de Buenos Aires. Buenos Aires.
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Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

María José Flores-tena This is me

Publication Date July 1, 2020
Published in Issue Year 2020

Cite

APA Flores-tena, M. J. (2020). The Educational Inclusion in the Deficit of Attention of Elementary Students. International Journal of Educational Research Review, 5(3), 265-273. https://doi.org/10.24331/ijere.747244
AMA Flores-tena MJ. The Educational Inclusion in the Deficit of Attention of Elementary Students. IJERE. July 2020;5(3):265-273. doi:10.24331/ijere.747244
Chicago Flores-tena, María José. “The Educational Inclusion in the Deficit of Attention of Elementary Students”. International Journal of Educational Research Review 5, no. 3 (July 2020): 265-73. https://doi.org/10.24331/ijere.747244.
EndNote Flores-tena MJ (July 1, 2020) The Educational Inclusion in the Deficit of Attention of Elementary Students. International Journal of Educational Research Review 5 3 265–273.
IEEE M. J. Flores-tena, “The Educational Inclusion in the Deficit of Attention of Elementary Students”, IJERE, vol. 5, no. 3, pp. 265–273, 2020, doi: 10.24331/ijere.747244.
ISNAD Flores-tena, María José. “The Educational Inclusion in the Deficit of Attention of Elementary Students”. International Journal of Educational Research Review 5/3 (July 2020), 265-273. https://doi.org/10.24331/ijere.747244.
JAMA Flores-tena MJ. The Educational Inclusion in the Deficit of Attention of Elementary Students. IJERE. 2020;5:265–273.
MLA Flores-tena, María José. “The Educational Inclusion in the Deficit of Attention of Elementary Students”. International Journal of Educational Research Review, vol. 5, no. 3, 2020, pp. 265-73, doi:10.24331/ijere.747244.
Vancouver Flores-tena MJ. The Educational Inclusion in the Deficit of Attention of Elementary Students. IJERE. 2020;5(3):265-73.

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