EVALUACIÓN PSICOLÓGICA COGNITIVA Y APOYO ÁULICO EN NIÑOS ENTRE 6 A 9 AÑOS CON DIFICULTADES DE APRENDIZAJE
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2017
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
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El trabajo de investigación fue realizado en la Unidad Educativa Minerva ubicado al norte de la ciudad de Guayaquil en el periodo de Junio a Agosto del año 2017, los participantes fueron los miembros del departamento de consejería estudiantil, padres de familia, docentes, personal administrativo, estudiantes y las practicantes responsables del 9no semestre de la Facultad de Ciencias Psicológica quienes estuvieron a cargo de la realización del proceso de evaluación psicológica cognitiva en niños de 6 -9 años, con lo que se logró elaborar un sistema de apoyo áulico a partir de la evaluación psicológica cognitiva a los niños con dificultades de aprendizaje para facilitar su aprendizaje. De acuerdo con los resultados se puntualizaron las áreas cognitivas en las que los estudiantes presentan dificultades como en el área de atención, concentración, lectura, escritura y comprensión oral; así mismo se detalló si las dificultades de aprendizaje de los estudiantes incrementan debido al funcionamiento familiar, de esta manera se consideró el apoyo áulico como estrategia para la adaptación curricular de los estudiantes con dificultades de aprendizaje. El tipo de investigación fue cualitativa, ya que con ella se logró recoger más información de gran utilidad y de esta manera alcanzar el objetivo antes mencionado, en cuanto al diseño utilizado fue el de investigación/acción y las técnicas empleadas fueron entrevistas abiertas, observación participativa, test proyectivos y psicométricos, para la ejecución del trabajo
The research work was carried out in the Minerva Educational Unit located north of the city of Guayaquil in the period of June to August 2017, the participants were the members of the student counseling department, parents, teachers, administrative staff, students and the responsible of the 9th semester of the Faculty of Psychological Sciences who were in charge of the realization of the process of cognitive psychological evaluation in children of 6 -9 years, with which it was possible to elaborate a system of support aulic from the cognitive psychological evaluation of children with learning difficulties to facilitate their learning. According to the results, the cognitive areas in which the students present difficulties such as attention, concentration, reading, writing and listening comprehension were pointed out; it was also specified if the learning difficulties of the students increase due to the family functioning, in this way was considered the support as a strategy for the curricular adaptation of students with learning difficulties. The type of research was qualitative, since it was able to collect more information of great utility and in this way to reach the aforementioned objective, as the design used was the research / action and the techniques used were open interviews, participatory observation, projective and psychometric tests, for the execution of the work
The research work was carried out in the Minerva Educational Unit located north of the city of Guayaquil in the period of June to August 2017, the participants were the members of the student counseling department, parents, teachers, administrative staff, students and the responsible of the 9th semester of the Faculty of Psychological Sciences who were in charge of the realization of the process of cognitive psychological evaluation in children of 6 -9 years, with which it was possible to elaborate a system of support aulic from the cognitive psychological evaluation of children with learning difficulties to facilitate their learning. According to the results, the cognitive areas in which the students present difficulties such as attention, concentration, reading, writing and listening comprehension were pointed out; it was also specified if the learning difficulties of the students increase due to the family functioning, in this way was considered the support as a strategy for the curricular adaptation of students with learning difficulties. The type of research was qualitative, since it was able to collect more information of great utility and in this way to reach the aforementioned objective, as the design used was the research / action and the techniques used were open interviews, participatory observation, projective and psychometric tests, for the execution of the work
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evaluación psicológica cognitiva, apoyo áulico, dificultades de aprendizaje, desarrollo psicológico, aprendizaje en niño