Contextualized Teaching Strategies for Hospital Classrooms: Promoting Inclusion and Educational Participation

Abstract

The objective of this research was to design contextualized teaching strategies for hospital classrooms that promote the inclusion and educational participation of children and young people affected by long-term medical conditions. This study adopts a theoretical design of documentary review, identifying relevant sources through academic databases. It formulates adaptive strategies applicable in hospital classrooms, with validation from experts in hospital education and inclusive education to ensure relevance and practicality. The findings reveal the importance of contextualized teaching strategies to meet the specific needs of hospitalized students. The need for curricular adaptations that consider the physical and cognitive conditions of the student was highlighted, as well as the use of technologies such as virtual reality to provide rich and accessible educational experiences. Additionally, the continuous training of educators to effectively manage the particularities of the hospital environment was emphasized. The study underscores the critical importance of personalizing learning to the educational, emotional, and physical needs of the students, significantly improving their engagement and progress. The integration of interactive technologies and a collaborative approach involving a multidisciplinary team are fundamental for the development of effective educational strategies in hospital classrooms, ensuring a more holistic education.