Plan Curricular Institucional con enfoque inclusivo para la atenci?n a la diversidad en la Escuela de Educaci?n B?sica Joel Monroy

 

Authors

M?ndez Fajardo, Dilma Raquel

Format

MasterThesis

Status

publishedVersion

Description

La presente investigaci?n tiene por objetivo incrementar la percepci?n del ?ndice de inclusi?n del Plan Curricular Institucional (PCI) de la Escuela de Educaci?n B?sica Joel Monroy para atender a la diversidad de estudiantes, mediante un ejercicio de investigaci?n acci?n exploratorio. Te?ricamente hablando, se sustent? en las propuestas de inclusi?n de Booth y Ainscow (2006), Eche?ta (2008) y Muntaner (2017). Se desarroll? en la Escuela de Educaci?n B?sica Joel Monroy, ubicada en la ciudad de Cuenca, Ecuador. El estudio se adscribe al paradigma sociocr?tico, siendo de tipo cualitativo. Se llev? a cabo en tres fases, a saber: diagn?stico del car?cter inclusivo del PCI; desarrollo de la propuesta de intervenci?n del PCI con base en los requerimientos identificados en la fase anterior y, finalmente, en la fase 3, se procedi? a realizar la valoraci?n de contenido de la propuesta a trav?s de la t?cnica criterio de juicio de expertos, procesado mediante la aplicaci?n del coeficiente V de Aiken. Esta investigaci?n evidenci? que el PCI vigente de la Escuela de Educaci?n B?sica Joel Monroy, no cuenta con un enfoque inclusivo que influencien sus pr?cticas educativas inclusivas, a pesar de que las pol?ticas nacionales y normativas del Sistema Educativo Nacional lo obliguen. Tambi?n se demostr? que la propuesta de intervenci?n del PCI incrementa su percepci?n de inclusividad seg?n la valoraci?n de los jueces.
The current research aims to increase the perception of the inclusion rate of the Institutional Curricular Plan. (ICP) of Joel Monroy School of Basic Education to attend to the diversity of students. It was done through an exploratory action research exercise. Theoretically speaking, it was based on the inclusion proposals of authors such as Booth and Ainscow (2006), Eche?ta (2008) and Muntaner (2017). This research study was developed at Joel Monroy School of Basic Education in the city of Cuenca, Ecuador. The study ascribes to the socio ? critical paradigm. It uses a qualitative method. It was carried out into three phases: inclusive character diagnostic of ICP, development of the PCI intervention proposal based on the identified requirements in the previous phase, and finally, in phase 3, the content of the proposal was evaluated through the expert judgment technique, processed by applying the Aiken V coefficient. As a result, this study showed that the current ICP of Joel Monroy School of Basic Education does not have an inclusive approach that influences its inclusive educational practices even though the national policies and regulations of the National Educational System required it. Besides, this research showed that the ICP intervention proposal increases its perception of inclusiveness according to the evaluation carried out by some judges.
Azogues

Publication Year

2020

Language

Topic

Plan curricular institucional
Gesti?n curricular
Indice de inclusi?n
Enfoque inclusivo
Diversidad
Aprendizaje
Educaci?n inclusiva
Institutional curricular plan
Curricular management
Inclusion rate
Inclusive approach
Diversity
Inclusive education

Repository

Repositorio Universidad Nacional de Educación

Get full text

http://repositorio.unae.edu.ec/handle/56000/1625

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openAccess

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