Digital Educational Resources as facilitators of digital transition in time of pandemic: a strategy for the inclusion of pupils with Specific Needs in the 1ºCEB

Abstract

In the current context of face-to-face classes, it has become necessary to find new ways of learning for students in order to acquire meaningful learning. We used collaborative, group work and the use of RED in order to achieve the interactions that would allow the development of learning strategies for students with NE and that would promote, at the same time, their inclusion in the classes where they were integrated.

This work presents a project that used a group of students with NE, from a Primary School, where a story from RED Calaméo was developed and presented with the aim of enhancing the inclusion of these students with their peers.

Complementarily, it was intended to understand if the students with NE felt more motivated, more integrated in a classroom context and better accepted by their peers.

As a result, we can see that the group of students developed language skills, expressiveness, as well as interaction, which they did not have until now. Their self-esteem and motivation was evidenced by the class teachers as relevant after the presentation of the story. We consider that the proposed objectives have been achieved namely, through collaborative work and the exploration of RED, as vehicles for the integration of students and the improvement of their self-esteem.