Proyecto de intervención en Escuela Especial Evangélica Presbiteriana de Talca para alumnos de 4 a 16 años de edad
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Fecha
2023
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Idioma
es
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Universidad Andrés Bello
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Licencia CC
Licencia CC
Resumen
La educación es una disciplina que ocupa métodos de enseñanza para transmitir
conocimiento, habilidades, hábitos, entre otros. En Chile, la educación es un derecho
para todos, conformada por la educación regular y la educación especial. El Ministerio
de Educación, establece que la educación especial, tiene como propósito garantizar la
igualdad en el derecho a la educación. Siendo aquella que cubre a la población con
discapacidad intelectual moderada y severa. Donde posee una opción organizativa y
curricular dentro de uno o más niveles de la educación regular. Esto es un desafío para
los equipos directivos y de gestión de cada establecimiento, el poder impulsar un
ambiente escolar participativo, colaborativo e interdisciplinario, con un currículum que
se diversifica y adecua. Rol que cumple la Escuela Especial Evangélica Presbiteriana
de Talca (EEEPT) posicionada como referencia en la ciudad de Talca, con un 77% de
vulnerabilidad total respecto del 87% de la comuna. Acoge a población infantil que
presenta alteraciones del intelecto, sensoriales y motrices y que se caracterizan por
mayor demanda frente a las necesidades educativas.
Dentro de los desafíos que se presentan en la EEEPT, se ha detectado que las
dificultades de aprendizaje ligadas a desregulaciones de los estudiantes de entre 4 a 16
años, es un problema que debe ser abordado.
Dicho lo anterior, el propósito del proyecto es dar solución al mencionado problema,
dentro de las posibles soluciones destaca por su viabilidad y capacidad de resolver la
problemática planteada, la formación de una sala multisensorial orientada a población
con Necesidades Educativas Especiales (NEE) movilizando recursos para acoger a los
estudiantes, reconocer y valorar su heterogeneidad, disminuir barreras y responder a
sus necesidades. Regular el umbral somatosensorial ayudará a disminuir niveles de
ansiedad y estrés, dando posibilidad a la autorregulación en un ambiente adecuado con
profesionales capacitados y padres informados, disminuyendo niveles de repitencia y
aislamiento social y a la vez proporciona mayor red de apoyo e integración con el
medio, pues las dificultades de aprendizaje que puede presentar un estudiante
afectarán en todo su ciclo vital.
Education is a discipline that uses teaching methods to transmit knowledge, skills, habits, among others. In Chile, education is a right for everyone, made up of regular education and special education. The Ministry of Education establishes that special education is that which covers the population with moderate and severe intellectual disabilities and which, in turn, has an organizational and curricular option within one or more levels of regular education, its purpose is to guarantee equality in the right to education. This is a challenge for the management and management teams of each establishment, to promote a participatory, collaborative and interdisciplinary school environment, with a curriculum that is diversified and appropriate, a role fulfilled by the Evangelical Presbyterian School of Talca (EEEPT) positioned as reference in Talca, with 77% total vulnerability compared to 87% of the commune. It welcomes the child population that presents intellectual, sensory and motor disorders and that are characterized by greater demand on educational needs. Among the challenges that arise in the EEEPT, it has been detected that learning difficulties linked to dysregulation of students between 4 and 16 years of age is a problem that must be addressed. Having said the above, the purpose of the project is to provide a solution to the aforementioned problem, among the possible solutions, the formation of a multisensory room oriented to the population with Special Educational Needs (NEE) mobilizing resources to accommodate the students stands out for its feasibility and solvability. , recognize and value their heterogeneity, reduce barriers and respond to their needs. Regulating the somatosensory threshold will help reduce levels of anxiety and stress, giving possibility to self-regulation, in an adequate environment, with trained professionals and informed parents, decreasing levels of repetition and social isolation, providing a greater support network and integration with the environment, since, the learning difficulties that a student may present will affect their entire life cycle.
Education is a discipline that uses teaching methods to transmit knowledge, skills, habits, among others. In Chile, education is a right for everyone, made up of regular education and special education. The Ministry of Education establishes that special education is that which covers the population with moderate and severe intellectual disabilities and which, in turn, has an organizational and curricular option within one or more levels of regular education, its purpose is to guarantee equality in the right to education. This is a challenge for the management and management teams of each establishment, to promote a participatory, collaborative and interdisciplinary school environment, with a curriculum that is diversified and appropriate, a role fulfilled by the Evangelical Presbyterian School of Talca (EEEPT) positioned as reference in Talca, with 77% total vulnerability compared to 87% of the commune. It welcomes the child population that presents intellectual, sensory and motor disorders and that are characterized by greater demand on educational needs. Among the challenges that arise in the EEEPT, it has been detected that learning difficulties linked to dysregulation of students between 4 and 16 years of age is a problem that must be addressed. Having said the above, the purpose of the project is to provide a solution to the aforementioned problem, among the possible solutions, the formation of a multisensory room oriented to the population with Special Educational Needs (NEE) mobilizing resources to accommodate the students stands out for its feasibility and solvability. , recognize and value their heterogeneity, reduce barriers and respond to their needs. Regulating the somatosensory threshold will help reduce levels of anxiety and stress, giving possibility to self-regulation, in an adequate environment, with trained professionals and informed parents, decreasing levels of repetition and social isolation, providing a greater support network and integration with the environment, since, the learning difficulties that a student may present will affect their entire life cycle.
Notas
Actividad final de graduación (Magíster en Neurorehabilitación)