LA INCLUSIÓN EDUCATIVA EN LOS ESTUDIANTES CON TRASTORNO DEL ESPECTRO AUTISTA, DE SEXTO, OCTAVO Y NOVENO GRADO DE EDUCACIÓN GENERAL BÁSICA DE LA UNIDAD EDUCATIVA MONTESSORI
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2016-08
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
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Este trabajo de “Análisis de Casos” fue realizado en la Unidad Educativa Montessori, entre marzo a agosto de 2016, con la participación de seis estudiantes que presentaron Trastorno Espectro Autista, de sus docentes y del personal del Departamento de Consejería Estudiantil.
El objetivo de esta investigación fue describir el alcance del proceso de inclusión, en relación a los y las estudiantes con Trastorno de Espectro Autista (TEA), en el plantel antes mencionado. Se enmarcó con un enfoque cualitativo, de alcance descriptivo y se utilizaron como instrumentos entrevistas a los docentes, sociogramas, registros de observaciones áulicas, formatos de planificación curricular para seguimiento del trabajo de docentes, formatos de reporte para seguimiento de trabajo de Tutores/as particulares, formatos de adaptación curricular.
Como resultado podemos afirmar que juega un papel importante la motivación de muchos docentes, se observó poca preparación de aquellos que ingresan por primera vez a la institución y los que están como reemplazo temporal, que se ven por primera vez frente a un salón que incluye estudiantes con diferentes Necesidades Educativas Especiales (NEE) y en particular con estudiantes con TEA; varios padres de familia delegan casi todo el trabajo al colegio, y se desconectan del mismo; el trabajo con los estudiantes, en algunos casos, requiere tutoría particular dentro del colegio; el manejo del tiempo de los profesionales del Departamento de Consejería Estudiantil (DECE) se ve complicado por los motivos antes mencionados y sumando el hecho de que estos tienen a su cargo a toda la unidad educativa, no solo a los estudiantes con NEE.
Los avances en este proceso de inclusión, se dieron, en términos generales, de forma representativa, como se mencionó, esto depende en gran medida a factores como el cambio o estabilidad de los docentes, tutor, y el manejo informativo de la condición de sus hijos por parte de los padres de familia, y el adecuado seguimiento de parte del DECE
This "Case Analysis" work was carried out in the Montessori Educational Unit, from March to August 2016, with the participation of six students who presented Autism Spectrum Disorder, their teachers and the staff of the Student Counseling Department. The objective of this research was to describe the scope of the inclusion process, in relation to students with Autism Spectrum Disorder (ASD), in the aforementioned campus. It was framed with a qualitative approach, of descriptive scope and used as instruments interviews with teachers, sociograms, registers of classroom observations, curricular planning formats for monitoring the work of teachers, report formats for monitoring the work of private tutors. , curricular adaptation formats. As a result we can say that the motivation of many teachers plays an important role, there was little preparation of those who enter the institution for the first time and those who are as a temporary replacement, who are seen for the first time in front of a room that includes students with different Special Educational Needs (SEN) and in particular with students with ASD; several parents delegate almost all the work to the school, and disconnect from it; work with students, in some cases, requires particular tutoring within the school; the management of the time of the professionals of the Department of Student Counseling (DECE) is complicated by the aforementioned reasons and adding the fact that they are in charge of the entire educational unit, not only students with SEN. Advances in this inclusion process occurred, in general terms, in a representative manner, as mentioned, this depends to a large extent on factors such as change or stability of teachers, tutor, and information management of the condition of their children by the parents, and the adequate monitoring of part of the DECE
This "Case Analysis" work was carried out in the Montessori Educational Unit, from March to August 2016, with the participation of six students who presented Autism Spectrum Disorder, their teachers and the staff of the Student Counseling Department. The objective of this research was to describe the scope of the inclusion process, in relation to students with Autism Spectrum Disorder (ASD), in the aforementioned campus. It was framed with a qualitative approach, of descriptive scope and used as instruments interviews with teachers, sociograms, registers of classroom observations, curricular planning formats for monitoring the work of teachers, report formats for monitoring the work of private tutors. , curricular adaptation formats. As a result we can say that the motivation of many teachers plays an important role, there was little preparation of those who enter the institution for the first time and those who are as a temporary replacement, who are seen for the first time in front of a room that includes students with different Special Educational Needs (SEN) and in particular with students with ASD; several parents delegate almost all the work to the school, and disconnect from it; work with students, in some cases, requires particular tutoring within the school; the management of the time of the professionals of the Department of Student Counseling (DECE) is complicated by the aforementioned reasons and adding the fact that they are in charge of the entire educational unit, not only students with SEN. Advances in this inclusion process occurred, in general terms, in a representative manner, as mentioned, this depends to a large extent on factors such as change or stability of teachers, tutor, and information management of the condition of their children by the parents, and the adequate monitoring of part of the DECE
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INCLUSIÓN EDUCATIVA, ESTUDIANTES, TRASTORNO DEL ESPECTRO AUTISTA, EDUCACIÓN GENERAL BÁSICA, UNIDAD EDUCATIVA MONTESSORI