LA INCLUSIÓN DE NIÑOS DE 6 A 10 AÑOS CON NECESIDADES EDUCATIVAS ESPECIALES EN LA ESCUELA “RAFAEL MENDOZA AVILÉS
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2020-06
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
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El trabajo de titulación sobre “la inclusión de niños de 6 a 10 años con necesidades educativas especiales en la escuela “Rafael Mendoza Avilés”, tuvo como objetivo describir cómo se realizó la inclusión de niños con necesidades educativas especiales en la escuela “Rafael Mendoza Avilés”. La sistematización se orientó a responder la interrogante: ¿Cómo se realizó la inclusión de niños de 6 a 10 años con necesidades educativas especiales en la escuela “Rafael Mendoza Avilés”?. La metodología empleada fue cualitativa, de enfoque participativo y diseño narrativo. Las técnicas e instrumentos aplicados fueron: análisis documental, entrevistas semiestructuradas a todos los actores involucrados en este proceso, la observación directa, visitas áulicas y mesa de trabajo. Los datos fueron ubicados en las categorías: normativa, capacitación, comunicación y relación padres-docentes, infraestructura, metodologías y técnicas, que jugaron un papel importante en el proceso de inclusión de los niños con NEE. Las conclusiones del estudio mostraron que dentro de esta escuela sí se llevan prácticas inclusivas a manera de procesos y que la inclusión se realizó mediante las adecuaciones en la infraestructura, la dirección y asesoría del DECE desde el inicio del año lectivo a los docentes y padres de familia de niños que presentan NEE y el uso de las metodologías que implementan los docentes con los niños de forma espontánea. Las recomendaciones sugirieron mejorar aspectos relacionados con el proceso de inclusión que se da en la escuela, específicamente en áreas como capacitación en cuanto a contenido y población destinataria, cooperación y autogestión
The titling work talk about the children´s inclusion of six to ten years old with special educational needs in “Rafael Mendoza Avilés” School, it was stablished like objective to describe how it was done the children´s inclusion with special educational needs in “Rafael Mendoza Avilés” School. The systematization was oriented to answer the question: How was it done the children´s inclusion of six to ten years old with special educational needs? The methodology used in this systematization´s Project was: qualitative method, participatory approach and narrative design. The techniques and instruments that were applied: documentary analysis, semi-structured interviews to all actors involved in this process, direct observation, aulic visits and work meeting. The data were placed in main categories like: normative, training, communication and relationships between parents and teachers, infrastructure, methodologies and techniques, that play an important role in the process of inclusion of children who have NEE, thus facilitating the description of the activities carried out by the actor´s involved to favor the inclusion process. The conclusions of the study showed that within this school if inclusive practices are carried out and that the inclusion was made by means of the adjustments in the infrastructure, the direction and advice of DECE from the beginning of the school year to teachers and parents of children who present NEE and the use of the methodologies that teachers implement with children spontaneously. The recommendations suggested improving aspects related to the inclusion process in the school, specifically in areas such as training in content and target population, cooperation and self-management
The titling work talk about the children´s inclusion of six to ten years old with special educational needs in “Rafael Mendoza Avilés” School, it was stablished like objective to describe how it was done the children´s inclusion with special educational needs in “Rafael Mendoza Avilés” School. The systematization was oriented to answer the question: How was it done the children´s inclusion of six to ten years old with special educational needs? The methodology used in this systematization´s Project was: qualitative method, participatory approach and narrative design. The techniques and instruments that were applied: documentary analysis, semi-structured interviews to all actors involved in this process, direct observation, aulic visits and work meeting. The data were placed in main categories like: normative, training, communication and relationships between parents and teachers, infrastructure, methodologies and techniques, that play an important role in the process of inclusion of children who have NEE, thus facilitating the description of the activities carried out by the actor´s involved to favor the inclusion process. The conclusions of the study showed that within this school if inclusive practices are carried out and that the inclusion was made by means of the adjustments in the infrastructure, the direction and advice of DECE from the beginning of the school year to teachers and parents of children who present NEE and the use of the methodologies that teachers implement with children spontaneously. The recommendations suggested improving aspects related to the inclusion process in the school, specifically in areas such as training in content and target population, cooperation and self-management
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inclusión educativa, barreras, facilitadores, necesidades educativas especiales, niños