PROCESO DE DETECCIÓN DE LAS NECESIDADES EDUCATIVAS ESPECIALES A ESTUDIANTES DEL OCTAVO AÑO GENERAL BÁSICA “DELTA” DEL LICEO NAVAL
Fecha
2020
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
Resumen
La sistematización de experiencia que se presenta tuvo como objeto el proceso de detección de necesidades educativas especiales de los estudiantes del Octavo año básico general “Delta” del Liceo Naval, estableciendo como eje de sistematización: ¿Los elementos que intervinieron favorecieron o limitaron el proceso de detección de necesidades educativas especiales del octavo año de básica general “Delta” del Liceo Naval? La finalidad fue analizar el proceso de detección de Necesidades Educativas Especiales a estudiantes del octavo año general básica “Delta”, para comprender más profundamente nuestras experiencias y así poder mejorarlas. Se trabajó desde un enfoque cualitativo y bajo la modalidad de sistematización de experiencias. Se utilizaron como fuentes de información: informes de bitácoras semanales, de detección de Nee de los estudiantes evaluados, consentimientos informados, Ficha de detección de Nee, entrevistas semiestructurada a docentes, Test para diagnóstico de Nee: Rias y Stroop, la observación directa, cronograma de actividades y entrevistas con compañeros del proyecto. La recuperación del proceso vivido y la reflexión crítica realizada permite indicar la importancia de contar con el acompañamiento y colaboración del equipo multidisciplinario antes, durante y después en el proceso de detección de necesidades educativas especiales, puesto que ellos son la principal fuente de información. Así como también es necesario tener en cuenta una metodología que guie el proceso destacando las condiciones que favorezcan al desarrollo de las intervenciones
The systematization of experience that was presented had as an objective the process of detecting the special educative needs of the students from the Eighth grade "Delta" from The Liceo Naval, establishing as an axis of systematization: Did the elements which intervene helped or limited the process of detecting the special educative needs from the Eighth grade from the Liceo Naval? The goal was to analyze the detection process of the special educative needs for students from the eighth grade "Delta", to have a deeper understanding of our experiences and that war we could improve them. We worked with a qualitative focus and under the modality of the systematization of experience. We used as sources of information: weekly reports, detection of Nee from the students who were evaluated, informed consents, detection files of Nee, interviews semi-structured to teachers, tests to diagnose Nee: Rias and Stroop, the direct observation, calendar activities and interviews to project colleagues. The recovery of the lived process and the critic reflection done allowed us to indicate the importance of having the collaboration and partnership from the multidisciplinary team before, during and after the process to detect the special educative needs, being that they are the main source of information. Just as it is also necessary to be mindful of a methodology which could guide the process highlighting the conditions that would be helpful to develop these interventions
The systematization of experience that was presented had as an objective the process of detecting the special educative needs of the students from the Eighth grade "Delta" from The Liceo Naval, establishing as an axis of systematization: Did the elements which intervene helped or limited the process of detecting the special educative needs from the Eighth grade from the Liceo Naval? The goal was to analyze the detection process of the special educative needs for students from the eighth grade "Delta", to have a deeper understanding of our experiences and that war we could improve them. We worked with a qualitative focus and under the modality of the systematization of experience. We used as sources of information: weekly reports, detection of Nee from the students who were evaluated, informed consents, detection files of Nee, interviews semi-structured to teachers, tests to diagnose Nee: Rias and Stroop, the direct observation, calendar activities and interviews to project colleagues. The recovery of the lived process and the critic reflection done allowed us to indicate the importance of having the collaboration and partnership from the multidisciplinary team before, during and after the process to detect the special educative needs, being that they are the main source of information. Just as it is also necessary to be mindful of a methodology which could guide the process highlighting the conditions that would be helpful to develop these interventions
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Palabras clave
Proceso, Detección, necesidades educativas especiales, Elementos