Abstract

This study examined the activities and educational interactions of 24 students with severe disabilities enrolled in Specialized Supports Units programs. The observations found that students with higher levels of general ability had higher learning opportunities than did students with lower levels of ability. In fact, teachers engaged them more in academic functional activities and in verbal interactions. On the other hand, students with less ability were more involved in non-academic functional activities, received less instigation to interact with their teachers and were seen more time off task. Our results suggest that Specialized Supports Units should put a real concern on the issue of increasing participation of all students in the educational services that they are actually providing.

Resumen

Esta investigación examina las actividades y las interacciones educativas de 24 estudiantes con múltiples discapacidades en tres Unidades de Apoyo Educativo Especializado. La observación muestra que los estudiantes con un nivel superior de competencias básicas tienen más oportunidades de aprendizaje que sus colegas con un nivel menor de competencia. Por otra parte, los estudiantes con niveles menores de competencia pasan más tiempo involucrados en actividades no funcionales, reciben menos interacciones por parte de los profesores y pasan menos tiempo en la tarea. Nuestros resultados sugieren que las unidades de apoyo especializado deberían aumentar las oportunidades de participación para todos los estudiantes que aprenden en su espacio educativo.

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