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Article

Spanish

ID: <

10670/1.4ku5t3

>

Where these data come from
Social interaction skills: a bridge to inclusion

Abstract

Inclusive education stems from the conviction that the right to education is a basic human benefit at the heart of a fairer society, in order to achieve its well-being: the training of new generations has to go through a quality education process for all. It gives impetus to ways of enabling schools to take care of all schoolchildren, as part of an inclusive system and not as isolated practices of a special nature. The purpose of this article is to provide learning situations that can be used in the teaching and learning process of the Spanish Language subject to promote social interaction skills in an inclusive school. It is based on learning procedures of great value in order to foster interactions in different contexts and thus contribute to their social inclusion. For its development, theoretical, empirical and statistic-mathematical methods were used to collect, interpret and process information. Learning situations are embedded in the didactic conception of the Spanish Language subject for schoolchildren in educational inclusion conditions. Of great value is the corrective/compensatory/developer nature of the education of pupils with special educational needs, taking into account their potential and needs, as reflected in this research.

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