Mediated Learning Strategies in Families with Children with Disabilities: A Literature Review
DOI:
https://doi.org/10.7346/-feis-XX-02-22_01Keywords:
Children, Parents, Mediated Learning Experience, Feuerstein, disabilityAbstract
The purpose of this literature review is to identify patterns and to discuss key perspectives from empirical studies published from 2000 until 2021 that explore mediated learning strategies in families with children with disabilities. An inductive thematic analysis resulted in four key perspectives: (1) mediator’s gender, attitudes, and knowledge, (2) home environment and cultural considerations, (3) activities and evaluation tools, and (4) mediation with toddlers for enhancing language development. Overall, this study revealed (1) a lack of peer-reviewed articles that discuss, investigate, examine, or debate the Mediated Learning Experience with children with disabilities in home environments; (2) a limited emphasis on the father’s role as mediator; (3) the need for considering cultural aspects, and (4) the importance of using mediation in free play and everyday situations. Based on the findings, new lines of future research are suggested.
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