El rol de la familia no convencional en el aprendizaje de los niños con necesidades educativas especiales no asociadas a la discapacidad
The present research work represents a topic of great impact today at the educational and family level, the special educational needs present in children and adolescents constitute a theme of approach and preparation for teachers and parents, who present difficulties in the acquisition of knowledge...
Gorde:
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| Formatua: | masterThesis |
| Hizkuntza: | spa |
| Argitaratua: |
2023
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| Gaiak: | |
| Sarrera elektronikoa: | http://repositorio.ulvr.edu.ec/handle/44000/6338 |
| Etiketak: |
Etiketa erantsi
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Etiketa erantsi | Gaia: | The present research work represents a topic of great impact today at the educational and family level, the special educational needs present in children and adolescents constitute a theme of approach and preparation for teachers and parents, who present difficulties in the acquisition of knowledge necessary to act in different cases. The family has been changing over the yearsand this is how different family models are generated which present obstacles in the teaching of learning in children who have educational needs or learning difficultiessuch as dyslexia, dyscalculia, among others. Currently, the upbringing and education of children and adolescents is reflected in the responsibility of unconventional families, that is, those that are different from the traditional family model and their role has generated an impact on children and especially those with special educational needs. The objective was to analyze the role of the unconventional family to generate optimal learning for children with special educational needs (SEN) not associated with a disability at the Nuevo Mundo private school in the Guayaquil canton. The methodology used was a mixed type of descriptive and field research with a crosssectional scope. A sample of 20 students was selected for the study. The techniques and instruments applied in the research were an Observation Sheet addressed to students, two surveys addressed to teachers and parents, and a survey addressed to key people. The results showed that children with SEN receive support from their teachersand a percentage of the family, these being non-conventional. Conclusion: it is concluded that non-conventional families are of vital importance in the development and learning of children with SEN. |
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