El profesional de educación general básica y su participación en el proceso de las adaptaciones curriculares de la lectoescritura en la Escuela Gladys Peet de Arosemena del cantón La Libertad provincia de Santa Elena, año 2012
Fecha
2012
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Universidad de Guayaquil Facultad de Filosofía, Letras y Ciencias de la Educación
Resumen
El profesional de la Educación General Básica es quién guía y orienta
el conocimiento, debe poseer características positivas y valores al ser
parte activa del proceso de transformación del ser humano,
actualmente la inclusión educativa según la Constitución de la
República del Ecuador es un derecho incuestionable de los niños/as
jóvenes y adultos con discapacidad, por lo tanto la tarea docente
enfrenta un nuevo desafío que es integrar a las aulas regulares a niños
con necesidades educativas especiales, se requiere entonces de maestros
comprometidos con la inclusión educativa, aplicando adaptaciones
curriculares en todo el proceso de enseñanza aprendizaje, situación que
no se observa en los docentes la Escuela Gladys Peet de Arosemena, las
adaptaciones realizadas son poco notables y como consecuencia los
niños/as alcanzan los objetivos del área de lenguaje con mucha
dificultad, convirtiéndose en la principal causa de la deserción y la
repetición de año, ya que no existe una guía en el proceso de
lectoescritura para su aplicación. Diseñar un manual de estrategias
inclusivas, es concienciar al docente regular de su rol como maestro
inclusivo, es mejorar la práctica docente mediante la aplicación de
estrategias en el proceso de lectoescritura al tomar en cuenta no solo el
nivel funcional del niño, sino también el estilo de aprendizaje,
constituyendo esta la principal motivación de la presente investigación,
que beneficiará no sólo a la escuela Gladys Peet de Arosemena sino que
puede ser aplicada en otras instituciones que se dediquen a la inclusión,
para otorgar una educación de calidad, una atención integral al
educando que le permita incorporarse al proceso educativo, ya que
inclusión también es formar niños/as y jóvenes que se sientan seguros,
útiles, valorados, capaces de salir adelante.
The professional basic education is who guide and direct knowledge must possess positive characteristics and values to be part of the process of transformation of human beings, now inclusive education under the Constitution of the Republic of Ecuador is an unquestionable right children / young people and adults with disabilities, therefore the teaching task that faces a new challenge is to integrate regular classrooms for children with special educational needs, teachers are required then committed to inclusive education, implementing curricular adaptations across the teaching-learning process, a situation which is not observed in teachers Gladys Peet School of Arosemena, implementation adaptations are few noteworthy and consequently the children / as achieve the objectives of the language area with great difficulty, becoming the leading cause desertion and grade repetition, as there is no guidance in the literacy process for implementation. Designing an inclusive playbook is to educate the regular teacher as master inclusive role is to improve teaching practice through the implementation of strategies in the literacy process by taking into account not only the functional level of the child but also the style learning, constitute the main motivation of this research, which will benefit not only from school Gladys Peet Arosemena but can be applied in other institutions devoted to inclusion, to provide quality education, comprehensive care that allows learners to enter the educational process, as inclusion is formed children / and young people feel safe, useful, valued, able to cope.
The professional basic education is who guide and direct knowledge must possess positive characteristics and values to be part of the process of transformation of human beings, now inclusive education under the Constitution of the Republic of Ecuador is an unquestionable right children / young people and adults with disabilities, therefore the teaching task that faces a new challenge is to integrate regular classrooms for children with special educational needs, teachers are required then committed to inclusive education, implementing curricular adaptations across the teaching-learning process, a situation which is not observed in teachers Gladys Peet School of Arosemena, implementation adaptations are few noteworthy and consequently the children / as achieve the objectives of the language area with great difficulty, becoming the leading cause desertion and grade repetition, as there is no guidance in the literacy process for implementation. Designing an inclusive playbook is to educate the regular teacher as master inclusive role is to improve teaching practice through the implementation of strategies in the literacy process by taking into account not only the functional level of the child but also the style learning, constitute the main motivation of this research, which will benefit not only from school Gladys Peet Arosemena but can be applied in other institutions devoted to inclusion, to provide quality education, comprehensive care that allows learners to enter the educational process, as inclusion is formed children / and young people feel safe, useful, valued, able to cope.
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DOCENTES, ADAPTACIONES, ESTRATEGIAS INCLUSIVAS