Acceso usuarios
Ignacio Montero Ruiz, María Cruz García, Alberto Rosa Rivero
Instrucción-aprendizaje, parálisis cerebral, zona de desarrollo próximo.
This paper studies the effect of instruction on the development of school and cognitive skills in a group of cerebral palsied preschoolers and first and second graders.
Pre-test and post-test measurements were taken prior to and after an instructional treatment lasting one academic year that was designed an carried out by teachers.
Changes in performance were related to data gathered through observation in the classroom. Results show a progress in all the areas tested, factors such as the level of motor or verbal impairment do not seem to affect the degree of improvement on test performance. It was observed that less than one third of the instructional tasks performed in the classroom required a level of ability above that shown by students in the pre-test. Observational data offer information that may help to describe some characteristics of instructional work within the Zone of Proximal Development
