Mediación entre iguales, competencia social y relaciones interpersonales de los niños con TEA en la escuela

  1. Jairo Rodríguez-Medina 1
  2. María Jiménez Ruiz 1
  3. Víctor Arias González 2
  1. 1 Universidad de Valladolid, España
  2. 2 Universidad de Salamanca, España
Revista:
RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales

ISSN: 0213-8646 2530-3791

Año de publicación: 2018

Título del ejemplar: Contribuciones a la educación desde una perspectiva socio-cultural

Volumen: 32

Número: 93

Páginas: 93-110

Tipo: Artículo

Otras publicaciones en: RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales

Resumen

El espacio y tiempo de recreo resulta un escenario privilegiado en el desarrollo socioafectivo, cognitivo y motor, y es probablemente uno de los momentos de la jornada escolar en el que los alumnos tienen más oportunidades para relacionarse y disfrutar con sus compañeros en un contexto natural. Los estudiantes con trastorno de espectro autista (TEA) pueden presentar dificultades en la interacción y la comunicación social, por lo que, sin los apoyos adecuados, es posible que queden al margen de estos potenciales beneficios. En el presente trabajo se realiza una revisión bibliográfica de las investigaciones sobre las posibilidades y eficacia de diferentes modelos de intervención mediados por pares, orientados a mejorar la competencia social y las relaciones interpersonales del alumnado de Educación Primaria con TEA.

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