Modelo educativo ecologico-constructivista : aplicado a los niveles de aprestamiento y comunicación en discapacidad visual e inmovilidad motora
Fecha
2015
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad de Guayaquil. Facultad de Ciencias Médicas. Carrera de Tecnología Médica
Resumen
Al finalizar el presente trabajo de investigación el 57% de sexo
masculino y el 43% de sexo femenino de los pre-adolescentes
presentaron Discapacidad Visual e Inmovilidad Motora que presentan
problemas motrices: postura inadecuada, dificultad en las habilidades
motrices finas, problemas en su tono muscular, movimientos
involuntarios, falta de equilibrio, problemas sensopercepctivos,
dificultades para el lenguaje y retraso en su desarrollo evolutivo lo cual
dificulta que tengan relación e interacción con el mundo que los rodea.
En el tamizaje de la investigación los pre-adolescentes que pertenecen
a la Extensión Institucional a la Comunidad, fueron seleccionados para
la debida evaluación y posteriormente la aplicación del programa de
intervención, evidenciando el avance de cada uno de los preadolescentes
mediante el control mensual. Se utilizó el modelo
educativo Ecológico-Constructivista como herramienta pedagógica la
cual permite que el Preadolescente con Discapacidad Visual e
Inmovilidad Motora identifique, diferencie y asocie las diferentes
texturas, sabores, olores , sonidos de la naturaleza , así también logre
adquirir medios de comunicación como son las Señas Comunicantes y
Signos comunicantes y así puedan relacionarse con sus padres.
Asociar la temperatura con el clima, identificar la presión en su cuerpo
y esto le va a permitir conocer y relacionarse con el mundo gracias a la
información recibida por medio de los canales sensoriales obteniendo
así un aprendizaje significativo y valioso. La metodología que se utilizó
fue proyecto factible o de intervención comunitaria con el apoyo de la
investigación de campo, documental, bibliográfica y electrónica.
Además se utilizó la técnica de la encuesta cuyo instrumento es un
cuestionario Likert, el apoyo de la argumentación científica se realizó
con juicio de experto como la Directora y Tutora MSC. Nissey Reyes
Lozano.
At the end of this research work 57% of sex male and 43% of female pre-adolescents presented Visual Disability and Motor Immobility that present motor problems: inadequate posture, difficulty in skills fine motor skills, muscle tone problems, movements involuntary, lack of balance, sensopercepctive problems, difficulties for the language and delay in its evolutionary development which It makes it difficult for them to have a relationship and interaction with the world around them. In screening the research the pre-adolescents who belong to the Institutional Extension to the Community, were selected to the proper evaluation and subsequently the application of the intervention, evidencing the progress of each one of the pre-adolescents through monthly control. The model was used Ecological-Constructivist educational tool as a pedagogical tool which allows the Preadolescent with Visual Disability e Motor Immobility identify, differentiate and associate the different textures, flavors, smells, sounds of nature, so also achieve acquire means of communication such as the Communicating Signs and Communicating signs and so they can relate to their parents. Associate the temperature with the climate, identify the pressure in your body and this will allow him to know and relate to the world thanks to the information received through the sensory channels obtaining thus a meaningful and valuable learning. The methodology that was used was a feasible project or community intervention with the support of the field, documentary, bibliographical and electronic research. In addition, the survey technique was used whose instrument is a Likert questionnaire, the support of the scientific argumentation was carried out with expert judgment as the Director and Tutor MSC. Nissey Reyes
At the end of this research work 57% of sex male and 43% of female pre-adolescents presented Visual Disability and Motor Immobility that present motor problems: inadequate posture, difficulty in skills fine motor skills, muscle tone problems, movements involuntary, lack of balance, sensopercepctive problems, difficulties for the language and delay in its evolutionary development which It makes it difficult for them to have a relationship and interaction with the world around them. In screening the research the pre-adolescents who belong to the Institutional Extension to the Community, were selected to the proper evaluation and subsequently the application of the intervention, evidencing the progress of each one of the pre-adolescents through monthly control. The model was used Ecological-Constructivist educational tool as a pedagogical tool which allows the Preadolescent with Visual Disability e Motor Immobility identify, differentiate and associate the different textures, flavors, smells, sounds of nature, so also achieve acquire means of communication such as the Communicating Signs and Communicating signs and so they can relate to their parents. Associate the temperature with the climate, identify the pressure in your body and this will allow him to know and relate to the world thanks to the information received through the sensory channels obtaining thus a meaningful and valuable learning. The methodology that was used was a feasible project or community intervention with the support of the field, documentary, bibliographical and electronic research. In addition, the survey technique was used whose instrument is a Likert questionnaire, the support of the scientific argumentation was carried out with expert judgment as the Director and Tutor MSC. Nissey Reyes
Descripción
PDF
Palabras clave
Discapacidad visual, Inmovilidad motora, Modelo educativo ecológico constructivista, Estimulación sensoperceptiva, Aprendizaje, Pedagogía terapéutica, Centro Municipal de Apoyo para Personas con Discapacidad Visual 4 de Enero, Cantón Guayaquil, Ecuador