ESTRATEGIAS EDUCATIVAS INCLUSIVAS PARA NIÑOS ENTRE 7 Y 12 AÑOS CON DIFICULTADES DE APRENDIZAJE
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2018-08
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
Resumen
El presente trabajo de sistematización tuvo como base conocer el proceso de intervención en niños con dificultades de aprendizaje de la comunidad Primavera 1 del cantón Durán, al norte de Guayaquil, usando como hilo conductor el análisis de las estrategias educativas inclusivas para niños con dificultades de aprendizaje encuadradas desde un enfoque constructivista. La investigación es cualitativa con el método de investigación- acción- participación desde el paradigma socio-critico. El proyecto social de vinculación con la comunidad implementa estrategias educativas para superar las dificultades de aprendizaje presentes en los beneficiarios, tales como: lectoescritura, atención sostenida, concentración y problemas aritméticos.
Entre los resultados se pudo apreciar que las dificultades no son detectadas oportunamente lo que obstaculiza la intervención oportuna para disminuir los inconvenientes que se presentan en la adquisición del aprendizaje durante la etapa escolar y se concluye que dichos problemas de aprendizaje son resultado de fallas en el sistema familiar y el sistema educativo. Los niños de esta comunidad requieren atención personalizada y especializada en las instituciones educativas
The present systematization work was based on knowing the intervention process in children with learning difficulties of the Primavera 1 community of the Duran canton, north of Guayaquil, using as a guideline the analysis of inclusive educational strategies for children with learning difficulties framed from a constructivist approach. The research is qualitative with the research-action-participation method from the socio-critical paradigm. The social project of connection with the community implements educational strategies to overcome the learning difficulties present in the beneficiaries, such as: literacy, sustained attention, concentration and arithmetic problems. Among the results it was seen that the difficulties are not detected in a timely manner which hinders the timely intervention to reduce the inconveniences that arise in the acquisition of learning during the school stage and it is concluded that these learning problems are the result of system failures. family and the education system. The children of this community require personalized and specialized attention in educational institutions
The present systematization work was based on knowing the intervention process in children with learning difficulties of the Primavera 1 community of the Duran canton, north of Guayaquil, using as a guideline the analysis of inclusive educational strategies for children with learning difficulties framed from a constructivist approach. The research is qualitative with the research-action-participation method from the socio-critical paradigm. The social project of connection with the community implements educational strategies to overcome the learning difficulties present in the beneficiaries, such as: literacy, sustained attention, concentration and arithmetic problems. Among the results it was seen that the difficulties are not detected in a timely manner which hinders the timely intervention to reduce the inconveniences that arise in the acquisition of learning during the school stage and it is concluded that these learning problems are the result of system failures. family and the education system. The children of this community require personalized and specialized attention in educational institutions
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sistematización, dificultades de aprendizaje, estrategias inclusivas, socio-critico