Metodologías para la atención a niños con Síndrome de Down incluidos en escuelas regulares

Education, like other disciplines, has been transforming over time and evolving to adapt to the changes and demands that societies demand, in an action marked by great challenges; Currently, one of the greatest challenges faced by those who carry out training work is educational inclusion; the processes of inclusion in regular schools and particularly the attention in the classrooms of students with Down Syndrome, is a challenge that many teachers nowadays face, but for which many are not prepared; This research was focused on optimizing teacher preparation in relation to methodological for the care of children with Down Syndrome included in the “Tía Uchy Private Basic Education School of the city of Guayaquil”, for which a study of descriptive field, in which the sample was represented by 10 teachers, 15 legal representatives, 2 students with Down syndrome, a managerial staff and the person in charge of the DECE, using the survey, structured interview as techniques for collecting information and estimation scale, from whose results it was seen that one of the greatest existing weaknesses was the ignorance on the part of teachers of methodologies with which to provide timely attention to children with Down Syndrome in regular classrooms, which gave rise to propose as an alternative solution a methodological guide for teaching staff, concluding, among other things, that it is necessary prepare teachers around the approach and care of children with Down syndrome in the classroom, so that they make relevant curricular adaptations.

• Autor principal: Calva Calva, Maira Alexandra (author)
• Formato: masterThesis
• Idioma: spa
• Publicado em: 2021
• Assuntos: Metodología; Docente; Educación; Niño
• Acesso em linha: http://repositorio.ulvr.edu.ec/handle/44000/4773