Talleres de capacitaci?n docente en la elaboraci?n de apoyos did?cticos para la inclusi?n educativa de estudiantes con discapacidad visual
- Format
- BachelorThesis
- Status
- publishedVersion
- Description
En la actualidad, los procesos de inclusi?n est?n tomando protagonismo en el sistema educativo, por la existencia de aulas cada vez m?s diversas. La presente investigaci?n nace desde la necesidad de capacitaci?n que presentaron un grupo de docentes de noveno a?o de educaci?n general b?sica de la unidad educativa ?Fe y Alegr?a? en cuanto a la inclusi?n de estudiantes con discapacidad visual. El paradigma aplicado en esta investigaci?n es cualitativo, puesto que, su desarrollo est? basado en la metodolog?a del estudio de caso de tipo explicativo. Para ello, se han implementado distintas t?cnicas de recolecci?n de datos tales como: revisi?n bibliogr?fica, un grupo focal y la observaci?n participante. Mismas que permitieron identificar el proceso de inclusi?n educativa aplicado por docentes a estudiantes con discapacidad visual. Para esta investigaci?n se revisaron varios autores entre ellos, Booth y Ainscow, 2002; Echeita, 2011; P?rez, 2015; Morales, 2012; Herdoiza, 2005; quienes hablan temas de inclusi?n educativa, discapacidad visual, apoyos did?cticos y la capacitaci?n docente. Siendo estas tem?ticas principales y fundamentales al momento de dar solvencia a esta investigaci?n. En soluci?n a la problem?tica identificada se propone un sistema de talleres de capacitaci?n docente en la elaboraci?n de apoyos did?cticos para la inclusi?n educativa de estudiantes con discapacidad visual. Esta propuesta fue validada bajo el juicio de expertos, quienes valoraron la claridad, pertinencia, coherencia y relevancia, obteniendo resultados satisfactorios en su mayor?a. Es as?, que el sistema de talleres es claro y entendible, a la vez, es aplicable a la realidad a la que se dirige siendo pertinente para el grupo de participantes que se ha seleccionado.
Currently, inclusion processes are taking center stage in the education system, due to the existence of increasingly diverse classrooms. This research was born from the need for training presented by a group of ninth-year teachers of basic general education of the educational unit "Fe y Alegr?a" in terms of the inclusion of students with visual disabilities. The paradigm applied in this research is qualitative, since its development is based on the methodology of the explanatory case study. To this end, different data collection techniques have been implemented, such as: participant observation, literature review and a focus group. Same that allowed to identify the process of educational inclusion applied by teachers to students with visual disabilities. For this research, several authors were reviewed, including Booth and Ainscow, 2002; Echeita, 2011; Perez, 2015; Morales, 2012; Herdoiza, 2005; who talk about educational inclusion, visual impairment, didactic supports and teacher training. These are the main and fundamental topics at the time of giving solvency to this research. In solution to the problem identified, a system of teacher training workshops is proposed in the development of didactic supports for the educational inclusion of students with visual disabilities. This proposal was validated under the judgment of experts, who valued the clarity, relevance, coherence and relevance, obtaining satisfactory results in their majority. Thus, the workshop system is clear and understandable, at the same time, it is applicable to the reality to which it is directed, being relevant to the group of participants that has been selected.
Azogues
- Publication Year
- 2021
- Language
- Topic
- Inclusi?n educativa
Capacitaci?n docente
Apoyos did?cticos
Discapacidad visual
Educational inclusion
Teacher training
Didactic supports
Visual impairment
- Repository
- Repositorio Universidad Nacional de Educación
- Get full text
- http://repositorio.unae.edu.ec/handle/56000/1901
- Rights
- openAccess
- License