El comportamiento de alumnos con trastorno de déficit atencional (TDA/H) en clases de educación Física
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Date
2016
Profesor/a Guía
Facultad/escuela
Idioma
es
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Andrés Bello
Nombre de Curso
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Abstract
El propósito de esta investigación es observar el comportamiento de los niños con
TDA/H en las clases de Educación Física, y mediante esta observación,
reflexionar respecto a las estrategias que promuevan para ellos un aprendizaje
significativo y una participación activa de la clase, generando de este modo su
inclusión. Este estudio se realizó en tres establecimientos de la V región, con una
muestra compuesta por alumnos de 5t0 y 6to básico, de 10 a 11 años de edad,
diagnosticados con Trastorno de Déficit Atencional por un especialista. La
investigación posee un enfoque cualitativo. De acuerdo a lo observado durante
este proceso. podemos inferir que más allá de la naturaleza misma de las
actividades desarrolladas en la clase de Educación Física, el principio de la
diferencia para lograr un comportamiento participativo del escolar con TDAIH lo
constituye el profesor, como agente y modelo activo y creativo en la clase, así
como los demás alumnos, cuyo rol resulta clave en la propuesta de estrategias
colaborativas.
The purpose of this research is to observe the behavior of the children with ADD in the classes of Physical Education, and by means of this observation, to think about the strategies that promote for them a significant learning and an active participation in the class, generating thus their incorporation. This study was made in three estabUshments of the 5th Region, with a sample composed by scholars of 5th and 6th level of Primary School, from 10 to 11 years of age, diagnosed with Attention Deficit Disorder by a specialist. The research has a qualitative approach. In agreement to the observed during this process, we can infer that beyond the nature itself of the activities developed in the class of Physical Education, the difference to achieve a participative behavior of the student with ADD is based on the teacher, as an active and creative agent and model in the class, as well as other students, whose role turns out to be fundamental in the approach of collaborative strategies.
The purpose of this research is to observe the behavior of the children with ADD in the classes of Physical Education, and by means of this observation, to think about the strategies that promote for them a significant learning and an active participation in the class, generating thus their incorporation. This study was made in three estabUshments of the 5th Region, with a sample composed by scholars of 5th and 6th level of Primary School, from 10 to 11 years of age, diagnosed with Attention Deficit Disorder by a specialist. The research has a qualitative approach. In agreement to the observed during this process, we can infer that beyond the nature itself of the activities developed in the class of Physical Education, the difference to achieve a participative behavior of the student with ADD is based on the teacher, as an active and creative agent and model in the class, as well as other students, whose role turns out to be fundamental in the approach of collaborative strategies.
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Tesis (Pedagogía en Educación Física)
Keywords
Educación Física, Trastorno por Déficit de Atención con Hiperactividad, Enseñanza Básica