FACTORES QUE INFLUYEN EN EL PROCESO DE APRENDIZAJE DE ESTUDIANTES CON NECESIDADES EDUCATIVAS ESPECIALES NO ASOCIADOS A LA DISCAPACIDAD
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2020-06
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
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El siguiente trabajo de titulación está dirigido a los “Factores que influyen en el proceso de aprendizaje de estudiantes con necesidades educativas especiales (N.E.E.) no asociados a la discapacidad”, realizado en la Unidad Educativa Particular Daniel Comboni, ubicada en el sector del Guasmo Sur de la ciudad de Guayaquil, buscando respuesta a la pregunta eje, ¿Cuál es la importancia de los diagnósticos psicoeducativos como factor que influye en el proceso de aprendizaje en estudiantes con N.E.E. no asociados a la discapacidad?, presentado bajo un enfoque de investigación cualitativa con un diseño de sistematización de experiencia, utilizando fuentes de información como libros, tesis y artículos publicados en la web, los cuales proporcionaron datos fundamentales para el proyecto, con la finalidad de analizar los factores que influyen en el proceso de aprendizaje de estudiantes con necesidades educativas especiales no asociadas a una discapacidad. Se concluyó que la realización de un correcto diagnóstico psicoeducativo emitido por la red de apoyo (médicos, psicólogos, neurólogo), permite identificar y abordar las necesidades educativas especiales del estudiante y otorga una nueva ruta de enseñanza para equiparar su nivel de aprendizaje y lograr superar con el tiempo aquella dificultad. Por los resultados de nuestra experiencia recomendamos que cada institución educativa cuente con apoyos dentro y fuera del aula de clases para el íntegro desarrollo del estudiante y lograr alcanzar una verdadera inclusión en el ámbito educativo y en la familia como apoyo compensatorio a nivel educativo
The following degree work is aimed at "Factors that influence the learning process of students with special educational needs (SEN) not associated with disability", carried out at the Daniel Comboni Private Educational Unit, located in the Guasmo Sur sector from the city of Guayaquil, looking for an answer to the central question, What is the importance of psychoeducational diagnoses as a factor that influences the learning process in students with SEN not associated with disability?, presented under a qualitative research approach with an experience systematization design, using information sources such as books, theses and articles published on the web, which we provide fundamental data for the project, in order to analyze the factors that influence the learning process of students with educational needs special not associated with a disability. It was concluded that the realization of a correct psychoeducational diagnosis issued by the support network (doctors, psychologists, neurologist), allows identifying and addressing the special educational needs of the student and provides a new teaching route to match their level of learning and achieve over time that difficulty. Due to the results of our experience, we recommend that each educational institution have supports inside and outside the classroom for the full development of the student and achieve true inclusion in the educational environment and in the family as compensatory support at the educational level
The following degree work is aimed at "Factors that influence the learning process of students with special educational needs (SEN) not associated with disability", carried out at the Daniel Comboni Private Educational Unit, located in the Guasmo Sur sector from the city of Guayaquil, looking for an answer to the central question, What is the importance of psychoeducational diagnoses as a factor that influences the learning process in students with SEN not associated with disability?, presented under a qualitative research approach with an experience systematization design, using information sources such as books, theses and articles published on the web, which we provide fundamental data for the project, in order to analyze the factors that influence the learning process of students with educational needs special not associated with a disability. It was concluded that the realization of a correct psychoeducational diagnosis issued by the support network (doctors, psychologists, neurologist), allows identifying and addressing the special educational needs of the student and provides a new teaching route to match their level of learning and achieve over time that difficulty. Due to the results of our experience, we recommend that each educational institution have supports inside and outside the classroom for the full development of the student and achieve true inclusion in the educational environment and in the family as compensatory support at the educational level
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diagnósticos psicoeducativos, proceso de aprendizajes, necesidades educativas especiales