DIFICULTADES DOCENTES EN EL PROCESO DE DETECCIÓN DE ESTUDIANTES CON NECESIDADES EDUCATIVAS ESPECIALES EN LA UNIDAD EDUCATIVA LICEO NAVAL
Fecha
2020
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
Resumen
La presente sistematización de experiencias hizo referencia a las prácticas pre profesionales realizadas en octavo semestre en la Unidad Educativa Liceo Naval Comandante Rafael Andrade Lalama. La sistematización se enfocó en la segunda fase de Diagnóstico y Planificación con el proyecto titulado “Promoción de una cultura inclusiva”, el análisis de dicha fase permitió responder la pregunta eje ¿Cuáles son los factores que podrían dificultar el proceso de detección de necesidades educativas especiales en la Unidad Educativa Liceo Naval?, por medio de la revisión literaria y la información obtenida por instrumentos y entrevistas, se identificaron dos factores que dificultan el proceso de detección de NEE en los docentes: factores institucionales-educativos en los cuales se mencionan el factor humano, tiempo y administrativo y los factores familiares. Se concluyó que el tiempo es uno de los factores que dificultan el proceso de detección de Necesidades Educativas Especiales, ya que en varias ocasiones no se realiza una detección temprana en el estudiante, así mismo el docente no cuenta con el tiempo necesario para poder realizar una gran cantidad de papeleos. Referente al factor humano, la mayoría de las personas que están relacionadas con el ambiente educativo del estudiante no cuentan con la preparación necesaria para poder enfrentar un proceso de detección. Debe señalarse que el educador juega un papel fundamental en la formación del estudiantado, y que debido al poco tiempo que disponen o a la limitada información que poseen pueden presentar dificultades al momento de identificar un posible caso de NEE, especialmente las no asociadas a la discapacidad
This systematization of experiences makes reference to the pre-professional practices we made in the eighth semester at the Liceo Naval Comandante Rafael Andrade Lalama. The systematization focused on the second phase of Diagnosis and Planning with the project entitled "Promotion of an inclusive culture", the analysis of this phase allowed answering the central question: What are the factors that could difficult the process of detecting special educational needs in the Liceo Naval, through literary review and the information obtained by instruments and interviews, two factors that makes difficult the process of detecting SEN in teachers were identified: institutionaleducational factors mention the human factor, time and administrative and family factors. It was concluded that time is one of the factors that makes difficult the process of detecting Special Educational Needs, in many occasion an early detection is no made in the students, likewise the teacher does not have the necessary time to be able to make a large amount of paperwork. Regarding the human factor, most of the people who are related to the educational environment of the student do not have the necessary preparation to face a detection process. It should be noted that the educator plays a fundamental role in the training of the student body, and that due to the little time they or the limited information they have, they can present difficulties identifying a possible case of SEN, especially those not associated with disability
This systematization of experiences makes reference to the pre-professional practices we made in the eighth semester at the Liceo Naval Comandante Rafael Andrade Lalama. The systematization focused on the second phase of Diagnosis and Planning with the project entitled "Promotion of an inclusive culture", the analysis of this phase allowed answering the central question: What are the factors that could difficult the process of detecting special educational needs in the Liceo Naval, through literary review and the information obtained by instruments and interviews, two factors that makes difficult the process of detecting SEN in teachers were identified: institutionaleducational factors mention the human factor, time and administrative and family factors. It was concluded that time is one of the factors that makes difficult the process of detecting Special Educational Needs, in many occasion an early detection is no made in the students, likewise the teacher does not have the necessary time to be able to make a large amount of paperwork. Regarding the human factor, most of the people who are related to the educational environment of the student do not have the necessary preparation to face a detection process. It should be noted that the educator plays a fundamental role in the training of the student body, and that due to the little time they or the limited information they have, they can present difficulties identifying a possible case of SEN, especially those not associated with disability
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Necesidades educativas especiales, docentes, detección, estudiantes, sistematización de experiencias