Incidencia de trastornos del espectro autista, Síndrome Down, dificultades específicas de aprendizaje, y el TDAH en la relación alumno-profesor

• Laura Elvira Prino ^[1] ; Tiziana Pasta ^[1] ; Francesca Giovanna Maria Gastaldi ^[1] ; Claudio Longobardi ^[1]
  1. [1] University of Turin

     University of Turin

     Torino, Italia

     
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 14, Nº. 38, 2016, págs. 89-106
• Idioma: español
• DOI: 10.14204/ejrep.38.15043
• Títulos paralelos:
  • The effect of autism spectrum disorders, Down Syndrome, specific learning disorders and hyperactivity and attention deficits on the student-teacher relationship
• Enlaces
  • Texto completo
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Introducción.A pesar de la clara importancia de la relación estudiante-profesor, los estudios raramente han abarcado los sujetos con necesidades educativas especiales. Nuestra investigaciónse centró en las diferencias percibidas por los profesores en sus relaciones con estos estudiantes. Método.Describimos los resultados obtenidos con diferentes grupos de niños con necesidades educativas especiales: TEA (N = 14), el Síndrome de Down (N = 18), Trastornos del Aprendizaje (N = 38) y TDAH (N = 56). Resultados.Nuestra investigación encontró que los lazos sociales formados por los niños con necesidades especiales son diferentes almenos en un aspecto relacional de los lazos formados por los niños del Grupo de Control, con la única excepción de los niños con Síndrome de Down. Discusión y Conclusión.La dimensión Cercanía se vio obstaculizada en el caso de los niños que sufren TEA o TDAH. Además, en las relaciones de dependencia, losniños con Trastornos del Aprendizaje sufrieron un incremento en esta dimensión.

  • English

    Introduction. Despite the clear relevance of the Student-teacher relationship, studies have rarely encompassed subjects with special education needs. Our study focused on the differ-ences perceived byteachersin theirrelationships with these students.Method.We described the results obtained with different groups of children with special education needs: ASDs (N = 14), Down Syndrome (N = 18), Learning Disorders (N = 38) and children with hyperactive behaviors and attention deficits (N = 56). Results from each group were then compared with those obtained by children with typical development (N = 254). The teachers were asked to fill out the Student-Teacher Relationship Scale(STRS).Results.Our study found that the social bonds formed by children with special needsdiffer for at least one relational aspect from those formed bychildren taken from the Control Group, the sole exception being children with Down’s Syndrome. Discussion andConclusion.The Closeness dimension was hampered in the case of children who suffered from ASDs, attention deficits or hyperactive behaviors. Furthermore, the rela-tionships with the latter group of children werecharacterized by a higher level of conflict and dependency. Children with Learning Disorders also suffered an increase in the dependency dimension

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