CARACTERIZACIÓN DE ESTILOS DE APRENDIZAJE EN NIÑOS DE 6 A 11 AÑOS CON NECESIDADES EDUCATIVAS ESPECIALES NO ASOCIADAS A DISCAPACIDAD
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2020-06
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
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El presente análisis de caso titulado “Caracterización de estilos de aprendizaje en niños de 6 a 11 años con necesidades educativas especiales no asociadas a discapacidad”, cuyo objetivo fue “caracterizar estilos de aprendizaje en niños de 6 a 11 años con necesidades educativas especiales no asociadas a discapacidad de la Escuela Educativa General Básica Juan Bautista de la Salle #912”. La investigación se orientó a responder la interrogante ¿Cuáles son los estilos de aprendizaje en niños de 6 a 11 años con necesidades educativas especiales no asociadas a discapacidad? para poder caracterizar los estilos de aprendizaje. La metodología utilizada para la realización del presente trabajo es de carácter cualitativo. Los instrumentos aplicados fueron: Cuestionario para identificar el tipo de inteligencia de percepción dominante (Modelo PNL), Inventario de Felder, Encuestas, Entrevistas, Fichas de Observación, Test de Rias Escalas de Inteligencia de Reynolds. Los datos obtenidos permitieron conocer los estilos de aprendizaje predominantes en los estudiantes con necesidades educativas especiales no asociadas a discapacidad, facilitando de esta manera la caracterización de dichos estilos de aprendizaje en aquella población. Las conclusiones del estudio demostraron que los niños con necesidades educativas especiales no asociadas a discapacidad utilizan diferentes estilos de aprendizaje, pero su utilización varía en base a las actividades que realicen, de acuerdo con sus intereses, motivaciones y actitud ante el aprendizaje
The present case analysis entitled "Characterization of learning styles in children from 6 to 11 years of age with special educational needs not associated with disabilities", whose objective was "to characterize learning styles in children from 6 to 11 years of age with special educational needs not associated with to disability of the Juan Bautista de la Salle Basic General Educational School # 912 ”. The research aimed to answer the question: What are the learning styles in children from 6 to 11 years old with special educational needs not associated with disabilities? in order to characterize learning styles. The methodology used to carry out this work is qualitative. The instruments applied were: Questionnaire to identify the type of dominant perception intelligence (NLP Model), Felder's Inventory, Surveys, Interviews, Observation Sheets, Test of Rias Reynolds Intelligence Scales. The data obtained allowed knowing the predominant learning styles in students with special educational needs not associated with disabilities, thus facilitating the characterization of these learning styles in that population. The study's conclusions showed that children with special educational needs not associated with disabilities use different learning styles, but their use varies based on the activities they carry out, according to their interests, motivations and attitude towards learning
The present case analysis entitled "Characterization of learning styles in children from 6 to 11 years of age with special educational needs not associated with disabilities", whose objective was "to characterize learning styles in children from 6 to 11 years of age with special educational needs not associated with to disability of the Juan Bautista de la Salle Basic General Educational School # 912 ”. The research aimed to answer the question: What are the learning styles in children from 6 to 11 years old with special educational needs not associated with disabilities? in order to characterize learning styles. The methodology used to carry out this work is qualitative. The instruments applied were: Questionnaire to identify the type of dominant perception intelligence (NLP Model), Felder's Inventory, Surveys, Interviews, Observation Sheets, Test of Rias Reynolds Intelligence Scales. The data obtained allowed knowing the predominant learning styles in students with special educational needs not associated with disabilities, thus facilitating the characterization of these learning styles in that population. The study's conclusions showed that children with special educational needs not associated with disabilities use different learning styles, but their use varies based on the activities they carry out, according to their interests, motivations and attitude towards learning
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Estilos de Aprendizaje, Necesidades Educativas Especiales no asociadas a discapacidad, Niñez Media