EL PROCESO DE EVALUACIÓN DE LAS NECESIDADES EDUCATIVAS ESPECIALES EN NIÑOS Y NIÑAS DEL CIBV “UNIÓN DE BANANEROS 2”
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2020-07
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
Resumen
El presente trabajo de sistematización fue realizado a partir de las experiencias adquiridas durante las prácticas preprofesionales desarrolladas en un Centro del Buen Vivir, donde los actores principales fueron niños y niñas de 1 a 3 años. Dicho contexto educativo permitió a las autoras establecer como pregunta eje: ¿Qué aspectos de la aplicación de los instrumentos favorecieron o limitaron la evaluación de las necesidades educativas especiales? El objetivo de las autoras radica en evidenciar la presencia de factores externos que influyen durante el proceso de evaluación de necesidades educativas especiales impidiendo asimismo la obtención de información precisa y confiable para la devolución de resultados. Para la elaboración de este trabajo, las autoras basaron su sistematización de experiencia en una metodología exploratoria, descriptiva y cualitativa con el uso de instrumentos tales como la guía de observación para la recolección de datos y fuentes de información como: memoria técnica, referencias bibliográficas, etc. Los resultados expresaron que a pesar de la falta de aplicación de instrumentos que permitieran la identificación y detección de una necesidad educativa especial, existió la presencia de otros aspectos como la falta de conocimiento y experticia por parte de las educadoras al momento de trabajar con los niños que presentaron rasgos de una necesidad educativa especial, falta de compromiso por parte de los padres durante el proceso de aprendizaje, la infraestructura que se convirtió en limitante para el proceso de observación
The present systematization work was carried out based on the experiences acquired during the pre-professional practices developed in a Good Living Center, where the main participants were boys and girls from 1 to 3 years old. This educational context allowed the authors to establish as an axis question: What aspects of the instruments applied favored or limited the evaluation of special education needs? The author's objective was to show the presence of external factors that influence the process of evaluation of special education needs, which also prevent the acquirement of accurate and reliable information for the return of results. For the elaboration of this work, the authors based their systematization of experience on an exploratory, descriptive and qualitative methodology. The instruments included the observation guide for data collection and sources such as technical memory, bibliographic references, etc. The results expressed that despite the lack of application of instruments that allow the identification and detection of special education needs, there were other aspects such as lack of knowledge and expertise on the part of the educators when working with children that presented features of a special educational need. Furthermore, the lack of commitment from parents during the learning process also became a limiting factor for the observation process
The present systematization work was carried out based on the experiences acquired during the pre-professional practices developed in a Good Living Center, where the main participants were boys and girls from 1 to 3 years old. This educational context allowed the authors to establish as an axis question: What aspects of the instruments applied favored or limited the evaluation of special education needs? The author's objective was to show the presence of external factors that influence the process of evaluation of special education needs, which also prevent the acquirement of accurate and reliable information for the return of results. For the elaboration of this work, the authors based their systematization of experience on an exploratory, descriptive and qualitative methodology. The instruments included the observation guide for data collection and sources such as technical memory, bibliographic references, etc. The results expressed that despite the lack of application of instruments that allow the identification and detection of special education needs, there were other aspects such as lack of knowledge and expertise on the part of the educators when working with children that presented features of a special educational need. Furthermore, the lack of commitment from parents during the learning process also became a limiting factor for the observation process
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evaluación, necesidades educativas especiales, instrumentos, detección, aprendizaje