RESUMEN
BACKGROUND: Reasons underlying the social exclusion of children with intellectual or learning disabilities are not entirely understood. Although it is important to heed the voices of children on this issue, it is also important to consider the degree to which these ideas are informed. The present authors invited educators to evaluate the content of children's ideas on the causes of social exclusion. METHOD: Educators thematically sorted and rated children's ideas on why classmates with intellectual or learning disabilities are socially excluded. Sorted data were analysed with multidimensional scaling and hierarchical cluster analysis. RESULTS: Six thematic clusters were identified differing in content to those provided by children in an earlier study. Educators generally rated children's ideas as showing somewhat uninformed ideas about why social exclusion occurs. CONCLUSIONS: Educators indicated that children need to be better informed about intellectual and learning disabilities. Limitations and implications are discussed.
Asunto(s)
Niños con Discapacidad/psicología , Discapacidad Intelectual/psicología , Discapacidades para el Aprendizaje/psicología , Distancia Psicológica , Niño , Femenino , Humanos , Masculino , Participación Social/psicología , Estudiantes/psicologíaRESUMEN
Alpha-band EEG was used to index how creative mental states relate to the creation of artistic works in skilled musicians. We contrasted differences in frontal upper alpha-band activity between tasks with high and low creativity demands by recording EEGs while skilled musicians listened to, played back, and improvised jazz melodies. Neural responses were compared for skilled musicians with training in musical improvisation versus those who had no formal improvisation training. Consistent with our hypotheses, individuals showed increased frontal upper alpha-band activity during more creative tasks (i.e., improvisation) compared to during less creative tasks (i.e., rote playback). Moreover, this effect was greatest for musicians with formal improvisation training. The strength of this effect also appeared to modulate the quality of these improvisations, as evidenced by significant correlations between upper alpha EEG power and objective post-hoc ratings of individuals' performances. These findings support a conceptualization of creativity as a distinct mental state and suggest spontaneous processing capacity is better nurtured through formal institutional training than informal.
Asunto(s)
Encéfalo/fisiología , Creatividad , Música , Práctica Psicológica , Adolescente , Adulto , Ritmo alfa , Percepción Auditiva/fisiología , Femenino , Humanos , Imaginación/fisiología , Masculino , Persona de Mediana Edad , Destreza Motora/fisiología , Competencia Profesional , Adulto JovenRESUMEN
Thirty-six children between 9 and 12 years of age were invited to share their ideas on how to socially include classmates with learning or intellectual disabilities at school. Participants generated 80 strategies which were categorized into seven major themes. Thematic categories focused on the need for teachers to intervene in academic and social situations, child-to-child instructional strategies, being supportive, focusing on similarities between children with and without disabilities, modelling appropriate behaviors and intervening in negative interactions, structured inclusive activities, and noninclusive activities. Participants were aware of the challenges experienced by classmates with disabilities, and recognized the need to work with classmates and teachers towards the social inclusion of children with intellectual and learning disabilities. Educational implications are addressed.