Estrategias de Aprendizaje Mediado en Familias con Niños con Discapacidades: Una Revisión de la Literatura
DOI:
https://doi.org/10.7346/-feis-XX-02-22_01Palabras clave:
Niños, Padres, Feuerstein, Discapacidad, Experiencia de Aprendizaje MediadoResumen
El propósito de esta revisión de la literatura es identificar patrones y discutir perspectivas clave a partir de estudios empíricos publicados desde el año 2000 hasta el 2021 que exploran estrategias de aprendizaje mediado en familias con niños con discapacidades. Un análisis temático inductivo resultó en cuatro perspectivas clave: (1) género del mediador, actitudes y conocimientos, (2) entorno doméstico y consideraciones culturales, (3) actividades e instrumentos de evaluación, y (4) mediación con niños pequeños para mejorar el desarrollo del lenguaje. En general, este estudio reveló (1) una falta de artículos revisados por pares que discutan, investiguen, examinen o debatan la Experiencia de Aprendizaje Mediado con niños con discapacidades en entornos domésticos; (2) un énfasis limitado en el papel del padre como mediador; (3) la necesidad de considerar aspectos culturales, y (4) la importancia de utilizar la mediación en el juego libre y situaciones cotidianas. Basado en los hallazgos, se sugieren nuevas líneas de investigación futura.
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Derechos de autor 2022 Francesca Granone, Martin Stokke, Sandra Damnotti, Chiara Cicco
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