ACTIVIDADES PSICOEDUCATIVAS A DOCENTES PARA LA INCLUSIÓN EDUCATIVA DE ESTUDIANTES CON NECESIDADES EDUCATIVAS ESPECIALES, EN LA INSTITUCIÓN “POR LA GRACIA DE DIOS”.
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2020-06
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
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El presente trabajo de titulación sistematiza las experiencias de las prácticas pre-profesionales de octavo semestre del proyecto “Construyendo una cultura de la diversidad”, realizado en la institución educativa “Por la Gracia de Dios” ubicada en el sector San Eduardo de la ciudad de Guayaquil, cuyo eje fue ¿Qué actividades psicoeducativas se pueden emplear a docentes para promover la inclusión educativa?, el objetivo en el cual nos centramos fue sensibilizar a los docentes para fomentar una cultura de inclusión acerca de las Necesidades Educativas Especiales, para esto es necesaria una actuación adecuada con estrategias psicoeducativas que se puedan utilizar para generar inclusión. Este trabajo se realizó bajo un enfoque educativo de tipo descriptivo y cualitativo, con un diseño de sistematización de experiencias, mediante diversas técnicas e instrumentos, tales como cuestionarios, entrevista, análisis FODA, grupo focal, ficha de escala de actitudes, de estilos de aprendizaje, de detección de dificultades de aprendizaje y de necesidades educativas especiales. En la práctica se evidenció que en la institución existen niños que presentan Necesidades Educativas Especiales, las cuales en ocasiones no son atendidas, por tanto se consideró emplear actividades psicoeducativas y aquellas resultaron beneficiosas, tanto para las docentes como para los estudiantes ya que de esta manera mediante la participación activa se fomentó la inclusión educativa a través de la sensibilización y capacitación, finalmente se recomendó a la institución educativa el implemento de proyectos psicoeducativos, el acceso a programas de capacitación y a la ejecución de más actividades de sensibilización
The present degree work systematizes the experiences of the pre-professional practices of the eighth semester of the project "Building a culture of diversity", carried out in the educational institution “Por la Gracia de Dios" located in the San Eduardo sector of the city of Guayaquil, whose axis was What psychoeducational activities can teachers be used to promote educational inclusion ?, the objective in which we focused was to sensitize teachers to foster a culture of inclusion about Special Educational Needs, for this it is necessary adequate action with psychoeducational strategies that can be used to generate inclusion This work was carried out under a descriptive and qualitative educational approach, with a systematization design of experiences, using various techniques and instruments, such as questionnaires, interviews, FODA analysis , focus group, attitudes scale chart, styles of learning, detection of learning difficulties and special educational needs. In practice, it was evident that in the institution there are children who have Special Educational Needs, which sometimes are not met, therefore it was considered to use psychoeducational activities and those were beneficial, both for teachers and students since in this way through active participation, educational inclusion was promoted through awareness-raising and training. Finally, the educational institution was recommended to implement psychoeducational projects, access to training programs and the execution of more awareness-raising activities
The present degree work systematizes the experiences of the pre-professional practices of the eighth semester of the project "Building a culture of diversity", carried out in the educational institution “Por la Gracia de Dios" located in the San Eduardo sector of the city of Guayaquil, whose axis was What psychoeducational activities can teachers be used to promote educational inclusion ?, the objective in which we focused was to sensitize teachers to foster a culture of inclusion about Special Educational Needs, for this it is necessary adequate action with psychoeducational strategies that can be used to generate inclusion This work was carried out under a descriptive and qualitative educational approach, with a systematization design of experiences, using various techniques and instruments, such as questionnaires, interviews, FODA analysis , focus group, attitudes scale chart, styles of learning, detection of learning difficulties and special educational needs. In practice, it was evident that in the institution there are children who have Special Educational Needs, which sometimes are not met, therefore it was considered to use psychoeducational activities and those were beneficial, both for teachers and students since in this way through active participation, educational inclusion was promoted through awareness-raising and training. Finally, the educational institution was recommended to implement psychoeducational projects, access to training programs and the execution of more awareness-raising activities
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Inclusión educativa, necesidades educativas especiales, actividades psicoeducativas, sensibilización docente