BARRERAS DE APRENDIZAJE EN ESTUDIANTES CON NECESIDADES EDUCATIVAS ESPECIALES NO ASOCIADAS A UNA DISCAPACIDAD EN EL LICEO NAVAL VESPERTINO
Fecha
2020
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
Resumen
El presente trabajo refiere la experiencia que se obtuvo de las prácticas preprofesionales de octavo semestre desarrolladas dentro del proyecto “Promoción de una cultura inclusiva”, entre noviembre 2019 y febrero 2020. Se consideró como objeto de estudio las barreras de aprendizaje en estudiantes con necesidades educativas especiales no asociadas a una discapacidad en el Liceo Naval vespertino, estableciendo como eje de sistematización ¿Cómo inciden las barreras de aprendizaje en estudiantes con necesidades educativas especiales no asociadas a una discapacidad en el Liceo Naval vespertino? En consecuencia, se adoptó la modalidad sistematización de experiencias, en el marco del enfoque cualitativo. Se planteó como objetivo determinar la incidencia de las barreras de aprendizaje en estudiantes con necesidades educativas especiales no asociadas a una discapacidad, para contribuir a la reflexión teórica con conocimientos surgidos directamente de experiencias concretas. Se utilizaron como fuentes de información: encuesta de “detección de necesidades educativas especiales asociadas o no a una discapacidad”, entrevistas semiestructuradas, y reporte semanal. La revisión de la literatura permitió una fundamentación teórica para contrastar la recuperación del proceso vivido en la reflexión crítica y poder dar respuesta la pregunta eje de la sistematización, donde se llegó a la conclusión que las barreras de aprendizaje tales como: metodológicas, sociales, actitudinales y de organización, inciden en el rendimiento académico, impidiendo el acceso y desarrollo de un aprendizaje integral y participativo en estudiantes con necesidades educativas especiales no asociadas a una discapacidad
This work refers to the experience obtained from the eighth semester pre-professional practices developed within the project "Promotion of an inclusive culture", between November 2019 and February 2020. Learning barriers in students with educational needs were considered as object of study not associated with a disability in the evening Naval High School, establishing as an axis of systematization How do learning barriers affect students with special educational needs not associated with a disability in the evening Naval High School? Consequently, the method of systematizing experiences was adopted, within the framework of the qualitative focus. The objective was to determine the incidence of learning barriers in students with special educational needs not associated with a disability, to contribute to theoretical reflection with knowledge arising directly from concrete experiences. were used as sources of information: survey of "detection of special educational needs associated or not with disability", semi-structured interviews, and weekly report. The literature review allowed a theoretical foundation to contrast the recovery of the process experienced in critical reflection and to be able to answer the main question of systematization, where it was concluded that learning barriers such as: methodological, social, attitudinal and organizational, affect academic performance, preventing access and development of comprehensive and participatory learning in students with special educational needs not associated with a disability
This work refers to the experience obtained from the eighth semester pre-professional practices developed within the project "Promotion of an inclusive culture", between November 2019 and February 2020. Learning barriers in students with educational needs were considered as object of study not associated with a disability in the evening Naval High School, establishing as an axis of systematization How do learning barriers affect students with special educational needs not associated with a disability in the evening Naval High School? Consequently, the method of systematizing experiences was adopted, within the framework of the qualitative focus. The objective was to determine the incidence of learning barriers in students with special educational needs not associated with a disability, to contribute to theoretical reflection with knowledge arising directly from concrete experiences. were used as sources of information: survey of "detection of special educational needs associated or not with disability", semi-structured interviews, and weekly report. The literature review allowed a theoretical foundation to contrast the recovery of the process experienced in critical reflection and to be able to answer the main question of systematization, where it was concluded that learning barriers such as: methodological, social, attitudinal and organizational, affect academic performance, preventing access and development of comprehensive and participatory learning in students with special educational needs not associated with a disability
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Palabras clave
Necesidades Educativas Especiales, Aprendizaje, Barreras de aprendizaje