Rol Mediador de la Educadora Diferencial durante la construcción del concepto de número en niños de Nivel de Transición 1 y 2 que presentan Trastornos Específicos del Lenguaje
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2019
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Universidad Andrés Bello
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Licencia CC
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7
RESUMEN
La presente investigación se desarrolló en base a la problemática que subyace al Primer y Segundo Nivel de Transición de una Escuela Especial de Lenguaje, específicamente, en la formación de niños y niñas con diagnóstico de Trastornos Específicos del Lenguaje. Puesto que, al presentar una dificultad en la comprensión y expresión del lenguaje, el proceso de adquisición del concepto de número se torna un desafío para educadoras diferenciales, quienes deben responder ante dicha necesidad con materiales y estrategias específicas de intervención.
Es así, que para llevar a cabo esta investigación se ha utilizado un enfoque cualitativo y descriptivo, con dos instrumentos de recopilación de información, una entrevista semiestructurada y el registro de observación, el cual, se llevó a cabo a educadoras diferenciales en una Escuela de Lenguaje de la comuna de Quilpué.
De esta manera, se recopiló información suficiente y relevante para poder resolver las preguntas que incitan el proceso de investigación. Y así, servir de aporte a las mejoras que requiere dicho nivel educativo en la enseñanza de las matemáticas en estudiantes con Trastornos Específicos del Lenguaje.
The present investigation was developed based on the problem that underlies the First and Second Transition Level of a Special Language School, specifically, in the formation of children diagnosed with Specific Language Disorders. Since, when presenting a difficulty in the understanding and expression of language, the process of acquiring the concept of number becomes a challenge for differential educators, who must respond to said need with specific materials and intervention strategies. Thus, a qualitative and descriptive approach has been used to carry out this research, with two information gathering instruments, a semi-structured interview and the observation record, which was carried out to differential educators in a School of Language of the commune of Quilpué. In this way, sufficient and relevant information was collected to be able to solve the questions that incite the investigation process. And so, serve as a contribution to the improvements required by said educational level in the teaching of mathematics in students with Specific Language Disorders. Keywords: Specific Language Disorder, Mediated Learning, Mediation Criteria, First and Second Transition Level, Mathematics.
The present investigation was developed based on the problem that underlies the First and Second Transition Level of a Special Language School, specifically, in the formation of children diagnosed with Specific Language Disorders. Since, when presenting a difficulty in the understanding and expression of language, the process of acquiring the concept of number becomes a challenge for differential educators, who must respond to said need with specific materials and intervention strategies. Thus, a qualitative and descriptive approach has been used to carry out this research, with two information gathering instruments, a semi-structured interview and the observation record, which was carried out to differential educators in a School of Language of the commune of Quilpué. In this way, sufficient and relevant information was collected to be able to solve the questions that incite the investigation process. And so, serve as a contribution to the improvements required by said educational level in the teaching of mathematics in students with Specific Language Disorders. Keywords: Specific Language Disorder, Mediated Learning, Mediation Criteria, First and Second Transition Level, Mathematics.
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Tesis (Magíster en Educación Inicial)
Palabras clave
Trastornos del Lenguaje en Niños, Educación Diferencial, Mejora Contínua, Educadores, Mediación, Estrategias de Aprendizaje