The research was carried out in a state of emergency as a measure of the Peruvian government to avoid infection by the presence of Covid-19, in an research context, it is given from the Distance Program of Special Basic Education, establishes as a policy management, permanent communication with families considering respect for the characteristics of students with Special Educational Needs, thus the use of WhatsApp is constituted as one of the mediation tools between parents with children with disabilities and their teachers. The research proposed is the validity of an intervention model about educational performance that involves three key agents in education: teachers, parents and students with vulnerabilities or special abilities. The first step was the adaptation and homologation of an instrument with 3 factors and 12 polytomous items with graded response on the Likert scale, the selected factors respond to a theoretical construct related to the perception of digital technology, perceptions of teaching and learning. learning and perceived learning. For the creation of the investigative model, an exploratory analysis was started, which included a factorial analysis, secondly, a confirmatory analysis was carried out with the PLS-SEM methodology, which is a second generation multivariate method called Modeling of Structural Equations with Minimum Partial Squares. The sample consists of 30 parents with children with disabilities. It is concluded that the model about co-teaching and the use of WhatsApp as a mediation tool between parents with children with disabilities and their teachers is partially validated. The hypothesis that perceptions of digital technology positively influence perceptions of teaching and learning is tested.
|Idioma original||Inglés estadounidense|
|Publicación||Proceedings - 2021 4th International Conference on Inclusive Technology and Education, CONTIE 2021|
|Estado||Publicado - 15 feb. 2022|
|Publicado de forma externa||Sí|