Aprendizaje de conductas sociales no verbales, durante el proceso de intervención educativa para prevenir estereotipias en los niños con discapacidad visual del décimo año de educación general básica, de la escuela ciudad de Montalvo, provincia de los Ríos, estudio desarrollado durante los meses de mayo a septiembre del 2023.
The research project: LEARNING OF NON VERBAL SOCIAL BEHAVIORS, DURING THE PROCESS OF EDUCATIONAL INTERVENTION TO PREVENT STEREOTYPIES IN CHILDREN WITH VISUAL DISABILITY, taking as a starting point a research question that arises in a social context, it is observed that stereotypies are manifested as...
Furkejuvvon:
| Váldodahkki: | |
|---|---|
| Eará dahkkit: | |
| Materiálatiipa: | bachelorThesis |
| Giella: | spa |
| Almmustuhtton: |
2023
|
| Fáttát: | |
| Liŋkkat: | https://dspace.ueb.edu.ec/handle/123456789/6411 |
| Fáddágilkorat: |
Lasit fáddágilkoriid
Eai fáddágilkorat, Lasit vuosttaš fáddágilkora!
|
Lasit fáddágilkoriid | Čoahkkáigeassu: | The research project: LEARNING OF NON VERBAL SOCIAL BEHAVIORS, DURING THE PROCESS OF EDUCATIONAL INTERVENTION TO PREVENT STEREOTYPIES IN CHILDREN WITH VISUAL DISABILITY, taking as a starting point a research question that arises in a social context, it is observed that stereotypies are manifested as those involuntary movements or behaviors, which can have an adverse impact on their learning process. The objective is to prevent stereotypies in children with visual impairment, through non-verbal social behaviors, which contribute to the educational intervention process in the tenth year of General Basic Education. The prevention of stereotypies in children with visual impairment through nonverbal social behaviors was achieved with an investigation of topics related to the subject and with the elaboration of an operative plan where mechanisms and strategies were carried out so that students can develop their understanding and can perceive or imitate nonverbal signals during the teaching-learning process. The research is framed in a socio-critical paradigm, manifesting an approach of application and development, where a direct research was conducted to the educational community, in addition a qualitative approach was implemented through data collection tools such as surveys, interviews to obtain information on the topic addressed. Emphasizing the importance of teaching nonverbal social skills as an essential strategy to prevent stereotypes where, these skills include emotional understanding to the adaptation of different contexts, being fundamental to create an inclusive school environment. In conclusion, these skills range from emotional understanding to adaptation to different contexts, being fundamental to create an inclusive school environment. |
|---|