Abstract
The present study reports the implementation of a didactic sequence in Spanish and English with the objective of supporting the development of social skills in a person with mild functional diversity. Based on socio-cognitive and linguistic frameworks, the didactic intervention proposed consists of classes in Spanish and English adapted to the specific context and situation of the individual. The study’s methodological strategy is based on a qualitative approach and descriptive reach, viewed from the perspective of action research and a case study design. The data is collected as follows: documentary analysis, participatory observation, initial interviews, a journal and observations, and final interviews. The results indicate that the didactic sequence develops three of the six social skills proposed by Monjas Casares (2007). The research concludes that instruction mediated by Spanish and English can help to develop the social skills of subjects with functional diversity. Also, aspects such as context and audience can cause these skills not to develop linearly or in all settings. All in all, this study indicates that social cognition, empowered by friendly and comprehensive interaction, can work as a mechanism to develop individual cognitive processes in subjects with mild functional diversity, which entails improvements in higher cognitive processes like executive functions, language, and empathy.
Published Version
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