000065255 001__ 65255
000065255 005__ 20200113145620.0
000065255 0247_ $$2doi$$a10.5209/RCED.52032
000065255 0248_ $$2sideral$$a104210
000065255 037__ $$aART-2018-104210
000065255 041__ $$aspa
000065255 100__ $$0(orcid)0000-0002-9685-8399$$aLiesa Orús, M.$$uUniversidad de Zaragoza
000065255 245__ $$aSistemas de ayuda entre iguales con poblaciones de niños del espectro autista en escuelas inclusivas. Una revisión sistemática
000065255 260__ $$c2018
000065255 5060_ $$aAccess copy available to the general public$$fUnrestricted
000065255 5203_ $$aAs a result of inclusion-oriented policies, in recent years a growing interest in all children learn together in schools is detected. Concretizing for the population of children with Autism Spectrum Disorders, this approach has led a rejection of more individualized to let emerge an educational inclusive perspective, emphasizing the importance of peer influence with typical development (TD) in their social and communicative skills. The pedagogic use of peer support systems involves teaching a series of strategies and guidelines to children without difficulties in order to facilitate the social interaction of children wits ASD. In this way, in this systematic review it appears the systematic analysis of 11 empirical studies using support and peer assistance with children with ASD in inclusive school settings. After data extraction, certain differences are found in the type of training given to children with TD and in activities implemented with peers with ASD, depending on educational stage where they are and the place where the intervention is implemented. For both educational stages (elementary and primary), role-playing and modeling are the two most commonly adopted procedures to training peers who are going to implement later the peer support system with children with TEA. At the time of implementing these interventions, the type of activity par excellence used in the kindergarten stage, is the game, while more complex activities such as reinforcing communicative attempts and attracting attention, are introduced in primary.
000065255 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000065255 592__ $$a0.569$$b2018
000065255 593__ $$aEducation$$c2018$$dQ2
000065255 655_4 $$ainfo:eu-repo/semantics/review$$vinfo:eu-repo/semantics/publishedVersion
000065255 700__ $$0(orcid)0000-0002-6083-8759$$aLatorre Cosculluela, C.$$uUniversidad de Zaragoza
000065255 700__ $$0(orcid)0000-0003-2206-2299$$aVázquez Toledo, S.$$uUniversidad de Zaragoza
000065255 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000065255 773__ $$g29, 1 (2018), 97-111$$pRev. complut. educ.$$tRevista Complutense de Educacion$$x1130-2496
000065255 8564_ $$s409491$$uhttps://zaguan.unizar.es/record/65255/files/texto_completo.pdf$$yVersión publicada
000065255 8564_ $$s69022$$uhttps://zaguan.unizar.es/record/65255/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000065255 909CO $$ooai:zaguan.unizar.es:65255$$particulos$$pdriver
000065255 951__ $$a2020-01-13-14:55:33
000065255 980__ $$aARTICLE