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Abstract

English

¿Hasta que punto lo principios que se esconden tras la filosofía del lenguaje integrado resultan válidos cuando se trabaja con niños que muestran necesidades educativas especiales?, ¿acaso en estas situaciones no es necesaria una enseñanza explicita por parte del profesor, algo que casi siempre se trata de evitar desde el enfoque del lenguaje integrado?, ¿pueden esos niños llegar a tomar parte activa e incluso a controlar su propio proceso de aprendizaje? Esta y otras cuestiones son el punto de partida de este artículo.

La perspectiva del lenguaje integrado ha sido aceptada con gran entusiasmo por muchos profesores porque plantea alternativas a una enseñanza excesivamente tradicional que no consigue motivar a los alumnos y comprometerlos en su proceso de aprendizaje. Pero también este enfoque ha recibido serias críticas desde quienes trabajan con niños que muestran necesidades educativa especiales. Este artículo analiza hasta qué punto la filosofía del lenguaje integrado puede se ütil en ese contexto.

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El «lenguaje integrado» y la educación especial: las dos caras de una misma moneda

Abstract

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References