ESTRATEGIAS EDUCATIVAS DE LOS DOCENTES FRENTE A NIÑOS CON NECESIDADES EDUCATIVAS ESPECIALES DE LA UNIDAD EDUCATIVA FE Y ALEGRÍA
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2020-06
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
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El presente trabajo desarrollado en la Unidad Educativa Fe y Alegría de la 40 y la C, fue parte de nuestras prácticas de octavo semestre de la Carrera de Psicología, trabajo el cual estuvo centrado en la inclusión de estudiantes con necesidades educativas especiales, tomando como eje ¿Qué estrategia educativa utilizaban los docentes frente a niños con necesidades educativas especiales?, con la finalidad de analizar las estrategias educativas de los docentes frente a niños con necesidades educativas especiales. La metodología que se utilizó fue cualitativa con un diseño de sistematización de experiencias prácticas de investigación, se trabajó con un equipo de dieciséis docentes los cuales expresaban no tener conocimientos concretos para trabajar con diferentes necesidades educativas especiales, por tal razón se realizó la técnica de investigación grupo focal; en donde se pudo evidenciar que habían niños con síndrome del espectro autista y el retraso mental, quienes necesitaban que sus docentes trabajen con estrategias educativas para garantizar una enseñanza idónea, también se realizó un FODA para conocer un poco más sobre la institución. Durante este proceso se identificó el interés de los docentes y los padres de familia por poner en práctica aquellas estrategias que fueron compartidas en diferentes ocasiones. Gracias a esto pudimos concluir que existe un avance en los niños con necesidades educativas especiales cuando los docentes emplean estrategias de adaptación de actividades y materiales, las cuales favorecen el aprendizaje de los niños con necesidades educativas especiales fomentando su participación
The present work developed in the Fe y Alegria Educational Unit of 40 and C, was part of our eighth semester practices of the Psychology Degree, which focused on the inclusion of students with special educational needs, taking as the axis What educational strategy did teachers use in front of children with special educational needs? In order to analyze the educational strategies of teachers in front of children with special educational needs. The methodology that was used was qualitative with a systematization design of practical research experiences, we worked with a team of sixteen teachers who expressed not having specific knowledge to work with different special educational needs, for this reason the research technique was performed focus group; where it was possible to show that there were children with autism spectrum syndrome and mental retardation, who needed their teachers to work with educational strategies to guarantee a suitable teaching, a SWOT was also carried out to learn a little more about the institution. During this process the interest of teachers and parents to implement those strategies that were shared on different occasions was identified. Thanks to this we could conclude that there is progress in children with special educational needs when teachers use strategies for adapting activities and materials, which favor the learning of children with special educational needs by encouraging their participation
The present work developed in the Fe y Alegria Educational Unit of 40 and C, was part of our eighth semester practices of the Psychology Degree, which focused on the inclusion of students with special educational needs, taking as the axis What educational strategy did teachers use in front of children with special educational needs? In order to analyze the educational strategies of teachers in front of children with special educational needs. The methodology that was used was qualitative with a systematization design of practical research experiences, we worked with a team of sixteen teachers who expressed not having specific knowledge to work with different special educational needs, for this reason the research technique was performed focus group; where it was possible to show that there were children with autism spectrum syndrome and mental retardation, who needed their teachers to work with educational strategies to guarantee a suitable teaching, a SWOT was also carried out to learn a little more about the institution. During this process the interest of teachers and parents to implement those strategies that were shared on different occasions was identified. Thanks to this we could conclude that there is progress in children with special educational needs when teachers use strategies for adapting activities and materials, which favor the learning of children with special educational needs by encouraging their participation
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Estrategias educativas, Necesidades Educativas Especiales,, Necesidades Educativas Especiales, Docente