Abstract

PEDRAZA MEDINA, Haydée  and  ACLE TOMASINI, Guadalupe. Formas de interacción y diálogo maestro-alumno con discapacidad intelectual en clases de español. RMIE [online]. 2009, vol.14, n.41, pp.431-449. ISSN 1405-6666.

This article analyzes the forms of interaction in classrooms that include children with intellectual disabilities. In particular, study was directed at verbal and nonverbal communication and the actions that three regular teachers carried out with three students with this sort of impairment, during Spanish class in a full-time public elementary school. The results show that the model of educational integration has little benefit when traditional practices are maintained. Although the children had been integrated into the school at the beginning of their elementary education, they had not yet consolidated their reading and writing skills; in addition, they required constant supervision. For this reason, the teachers felt obligated to assign them activities of a lower level than the corresponding grade in school.

Keywords : educational integration; mental retardation; teacher/student relationship; reading; writing; Mexico.

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