Abstract:

This article presents some results of research on the implementation of the Fifth Dimension Model in the Special School in Uruguay, which intended to promote the appropriation of cultural tools and enhance the learning of children in the context of non-evaluative involvement.

The study was based on Social Learning Theory and the contributions of Cultural Psychology. The research focuses on the importance of working on the social construction of ICT-mediated learning environments to identify areas (or zones of proximal development) opening to transcend the deficit.

The research led to the hypothesis that 5thD in the context of Special Education promotes new forms of communication and expression to these children that allow them to learn collaboratively.

The methodology is qualitative action research. The research provides important elements for intervention in the educational practices of teachers and for strengthening research on ICT-supported collaborative learning for disabled populations.

Keywords:

Fifth Dimension, Disability, Special Education.