Browsing by Autor "Marcela Tenorio"

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ESCRITORIO VIRTUAL PARA LA ESTIMULACIÓN DEL APRENDIZAJE LECTOR EN NIÑOS CON SÍNDROME DE DOWN
(2017) Ana Karen Fernández Pichara; Ignacio Esteban Zamorano Rojas; José Pablo Escobar Torres; Marcela Tenorio
El Sindrome de Down es una de las alteraciones geneticas de mayor frecuencia en Chile, la cual genera caracteristicas fisicas y una gran variabilidad a nivel cognitivo. Se estima que el 10% de esta poblacion se encuentra desescolarizada y el 90% recibe diversos tipos de educacion, debido a la inexistencia de un consenso o metodo que demuestre su eficacia en el desarrollo de los conocimientos academicos. El metodo de aprendizaje lector para ninos con Sindrome de Down mas difundido en poblacion hispanohablante es el metodo de lectura global en desmedro de la utilizacion de la via fonologica, a pesar de que cuenta con limitaciones en la decodificacion de palabras desconocidas o poco frecuentes y por tanto genera dificultades en la comprension. Es por lo anterior que toma relevancia desarrollar un metodo que incentive el aprendizaje lector de ninos con Sindrome de Down a partir de datos cientificos que guie el desarrollo de la intervencion. Es asi como se genera la aplicacion “La Mesita: escritorio virtual para la estimulacion del desarrollo lector en ninos y ninas con Sindrome de Down”, la cual busca que el nino ya sea de manera autonoma o con el acompanamiento de un mediador, pueda explorar los senderos de habilidades linguisticas, principio alfabetico y lectoescritura, habilidades fonologicas y discriminacion auditiva, aproximandose al desarrollo lector a traves de un metodo que combine el aprendizaje por via visual y fonologica.
Factors Leading to the Success of Social Participation Promotion Programs for People with Intellectual Disability: A Protocol for A Systematic Review
(Research Square (United States), 2020) Andrés Aparicio; Paulina Arango; Rosario Espinoza; Vicente Villate; Marcela Tenorio
Abstract Background People with intellectual disabilities have been historically excluded from decision-making processes. Previous literature indicates that social participation may be an effective tool to increase social inclusion, but no systematic review of interventions focused on social participation of people with intellectual disabilities have been conducted. This study aims to identify and organize the factors associated with social participation interventions having a positive impact on social inclusion of people with intellectual disabilities; and to provide a set of best of practices for future interventions. Methods/design This systematic review of the literature will follow the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) recommendations. The databases Web of Science, EBSCO, Scopus, LILACS and PubMed will be searched for articles between January 1 st , 2004 and December 31 st , 2019; a grey literature search will also be conducted. Randomized control trials, nonrandomized control trials, and controlled before and after studies will be included. If necessary, noncontrolled before and after studies will also be included. Observational or qualitative studies will be excluded. The primary outcome is success of intervention. Secondary outcomes include measures of social participation. Two reviewers will independently screen articles, extract relevant data and assess the quality of the studies. Discussion This systematic review will add to our understanding of successful social participation interventions for people with intellectual disability. It will allow us to identify and organize which factors lead to an increase in social participation and help us define a set of best practices to be followed by future interventions. Systematic review registration This protocol is submitted to the PROSPERO registry of the University of York (reference number: 189093).
Feminist ethic of care in academic knowledge production: Reflections from disability researchers
(SAGE Publishing, 2025) Constanza López Radrigán; Andrés Aparicio; Marcela Tenorio
Drawing from the experiences of researchers associated with feminist disability studies, this article reflects on care as an ethical foundation in the processes of academic knowledge production. In a qualitative study using a constructivist grounded theory approach, we analysed interviews and identified key points of reflection that reveal interactions aimed at building communities and alliances within and beyond academia. A model of thinking about care as an ethic oriented towards reshaping the relationships with participants in academic studies is advanced. In this context, certain feminist research practices are highlighted, aimed at redistributing power in these processes.