Estrategias neurocognitivas para la adaptación escolar con niños de 7 a 12 años con discapacidad intelectual nivel 1 y 2 en la unidad educativa Ángel Polibio Chaves, cantón Guaranda, provincia Bolívar, 2023- 2024
The present research was developed in the “Angel Polibio Chaves” educational unit of the Bolívar Province, Guaranda canton ¿where the following problem was stablished: How does the application of neurocognitive strategies influence school adaptation in children from 7 to 12 years old with intellectu...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado em: |
2024
|
| Assuntos: | |
| Acesso em linha: | https://dspace.ueb.edu.ec/handle/123456789/6983 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
Adicionar Tag | Resumo: | The present research was developed in the “Angel Polibio Chaves” educational unit of the Bolívar Province, Guaranda canton ¿where the following problem was stablished: How does the application of neurocognitive strategies influence school adaptation in children from 7 to 12 years old with intellectual disabilities level 1 and 2? The purpose of this reach was to propose neurocognitive strategies to stimulate attention, concentration, perception, language logical reasoning, verbal comprehension and lon-term memory storage, with the help of teachers to apply cards for the development of intelligence, teaching materials and carrying out dynamics. Furthermore, this research project had a mixed approach since qualitative and quantitative aspects were used, which were of great relevance when presenting the research proposal, giving way to the application of instruments and techniques that helped us collect data. Which consisted of observation sheets, (students) surveys (parents) and interviews (teachers, educational psychologist and psychologist). Finally, from the results obtained we confirm that neurocognitive strategies can be used in children with intellectual disabilities level 1 and 2 to improve cognitive memory. Furthermore, the results obtained show that these strategies are known by teachers, but not developed in the classroom. |
|---|