Social interaction skills: a bridge to inclusion

Revista MENDIVE. 2020;18(1):74-88


Journal Homepage

Journal Title: Revista MENDIVE

ISSN: 1815-7696 (Online)

Publisher: Universidad de Pinar del Río "Hermanos Saíz Montes de Oca"

Society/Institution: Universidad de Pinar del Río "Hermanos Saíz Montes de Oca", Centro de Recursos para el Aprendizaje y la Investigación, Departamento de Publicaciones

LCC Subject Category: Education: Education (General) | Education: Special aspects of education

Country of publisher: Cuba

Language of fulltext: Spanish

Full-text formats available: PDF, HTML



Iris Valdés Valdés (Universidad de Pinar del Río)

Sonia Guerra Iglesias (Universidad Laica “Vicente Rocafuerte”. Guayaquil. Ecuador)

Magalis Camargo Ramos (Universidad de Pinar del Río «Hermanos Saíz Montes de Oca».)


Double blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 14 weeks


Abstract | Full Text

The inclusive education happens of the conviction that the right to education is a human basic right that is in the base of a fairer society, to achieve this right, has the new generations' formation to go through an educational process of quality for all. It supposes an impulse to enable the schools in order to meet all the students, as part of an inclusive system and not like isolated practices of special nature. The present work   has as objective to offer learning situations that can be used in the process of teaching learning of the subject of Spanish Tongue to favor the abilities of social interaction at an inclusive school based in didactic procedures to favor the interactions in the different contexts and in this way contributing to its social inclusion where we all needed to be included. Theoretic, empiric methods and mathematical statisticians that they allowed compiling, interpreting and processing the information. The learning situations are stung with in the didactic conception of the subject of study Spanish Tongue for the included students. Of great worth is the corrective compensatory and developer character of the education of the students with educational special needs that sees itself reflected in this investigation considering its potentialities and needs