Influencia del código de convivencia escolar en el nivel de inclusión educativa, en los estudiantes de tercero de bachillerato del Colegio Nacional Pasaje sección nocturna, zona 7, distrito 07D01, provincia El oro, cantón Pasaje, parroquia Ochoa León, periodo 2015 – 2016.
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2017
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Universidad de Guayaquil. Facultad de Filosofía, Letras y Ciencias de la Educación
Resumen
La inclusión educativa muchas veces no es bien entendida y se interpreta de diversas formas en el mundo. Desde el campo educativo se connota, de manera en que la institución educacional da respuesta a la diversidad y, tiene relación directa con el término necesidades educativas especiales (NEE). La investigación examina la influencia del código de convivencia escolar en el nivel de inclusión educativa, a partir de la asunción de las necesidades educativas especiales de algunos de sus estudiantes. Se propone una guía didáctica digital con enfoque por destrezas con criterio desempeño. Está direccionada a la comprensión y análisis del Código de convivencia, a las necesidades educativas especiales (NEE), de inclusión educativa y los recursos educativos que se ajustan a las peculiaridades del desarrollo humano. El desarrollo de la inclusión educativa constituye parte indisoluble de la vida institucional y los actores responsables de esta, como son los docentes. La metodología tiene un enfoque cualitativo cuantitativo, está apoyada en la investigación de campo, descriptiva y exploratoria, se consideró como muestra a un directivo, 11 docentes y 71 estudiantes, a quienes se les aplicaron las técnicas de investigación como son; la observación, entrevistas y encuestas, los resultados obtenidos permitieron emitir las conclusiones y recomendaciones, así como también confirman la factibilidad de la realización de la propuesta la misma que consiste en el Diseño de una Guía Didáctica Digital con Enfoque Destrezas con Criterio de Desempeño, para promocionar la aplicación del Código de Convivencia y fortalecer la educación inclusiva en el Colegio Nacional “Pasaje”.
Educational inclusion is often not well understood and interpreted in different ways in the world. From the educational field connotes so that the educational institution responds to diversity and is directly related to the term special educational needs (SEN). The research examines the influence of the code of school life at the level of educational inclusion, based on the assumption of the special educational needs of some of his students. a digital tutorial approach is proposed judiciously performance skills. It is directed to the understanding and analysis of the Code of coexistence, special educational needs (SEN), educational inclusion and educational resources to suit the peculiarities of human development. The development of educational inclusion is an inseparable part of institutional life and the actors responsible for this, such as teachers. The methodology is quantitative qualitative approach is supported by field research, descriptive and exploratory, was considered as showing a director, 11 teachers and 71 students, who were applied research techniques such as; observation, interviews and surveys, the results allowed to make findings and recommendations, as well as confirm the feasibility of the implementation of the proposal it consisting of the design of a Digital Teaching Guide with Focus Skills with Performance Criteria for promote the implementation of the Code of Coexistence and strengthen inclusive education in the "Passage" National College
Educational inclusion is often not well understood and interpreted in different ways in the world. From the educational field connotes so that the educational institution responds to diversity and is directly related to the term special educational needs (SEN). The research examines the influence of the code of school life at the level of educational inclusion, based on the assumption of the special educational needs of some of his students. a digital tutorial approach is proposed judiciously performance skills. It is directed to the understanding and analysis of the Code of coexistence, special educational needs (SEN), educational inclusion and educational resources to suit the peculiarities of human development. The development of educational inclusion is an inseparable part of institutional life and the actors responsible for this, such as teachers. The methodology is quantitative qualitative approach is supported by field research, descriptive and exploratory, was considered as showing a director, 11 teachers and 71 students, who were applied research techniques such as; observation, interviews and surveys, the results allowed to make findings and recommendations, as well as confirm the feasibility of the implementation of the proposal it consisting of the design of a Digital Teaching Guide with Focus Skills with Performance Criteria for promote the implementation of the Code of Coexistence and strengthen inclusive education in the "Passage" National College
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CODIGO DE CONVIVENCIA, INCLUSION EDUCATIVA, GUIA DIDACTICA DIGITAL