Estrategias metodológicas según la secuencia didáctica y las adecuaciones curriculares que trabajan las educadoas de párvulos, vinculadas con la inclusión de niños con necesidades educativas especiales en el trastorno específico del lenguaje
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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
Durante décadas la lucha por la igualdad y equidad en la educación,
fue de gran discusión en la sociedad y una conquista de la humanidad, en
búsqueda de la normalización de la inclusión de los niños con necesidades
educativas especiales (NEE), enfocados en el Trastorno Específico del
Lenguaje en los establecimientos educativos regulares. Además de esa
lucha constante, se encontró el cuestionamiento de las estrategias
metodológicas en las practicas inclusivas, las cuales solo cumplían una
función más integradora que inclusiva, forzando al niño con NEE a que se
adaptara al establecimiento y no viceversa.
La investigación fue de tipo exploratorio-descriptivo que buscaba
analizar las estrategias metodológicas, según la secuencia didáctica y las
adecuaciones curriculares trabajadas por las Educadoras de Párvulo
vinculadas a la inclusión de niños con NEE en el Trastorno Específico del
Lenguaje de la escuela Cardenal José María Caro perteneciente a la
corporación municipal de Viña del Mar, y el colegio Olegario Lazo Baeza.
Por lo tanto, el trabajo de investigación se caracterizó por ser una
metodología de investigación mixta, en la cual se utilizaron diversos
instrumentos como: entrevista semi estructurada, cuestionario y pauta de
observación cuantitativa.
En el estudio se pudo concluir que si bien existe información teórica
respecto al Trastorno Especifico del Lenguaje (TEL), no hay mayor
información y manejo práctico acerca de las estrategias metodológicas y
adecuaciones curriculares, específicamente para las Educadoras de
Párvulos de los establecimientos educativos en que se realizó la
investigación con el fin de promover y potenciar el aprendizaje de los niños
y niñas.
Through decades, the battle for equity and equality in education has been a discussion in society and a conquest for humanity, in search for the normalization of the inclusion of children with special educational needs (SEN), focused on the Specific Lenguage lmpairment (SLI) on regular educational places. Besides from that constant battle, the methodological stategies on the inclusive practices were questioned, which acomplished a function more integrative than inclusive, forcing the child with SEN to adapt to the stablishment, and not the other way around. The research was exploratory-descriptive, and its goal was to analyze the methodogical strategies according to the didactic sequence and the curricular adaptations worked by the preschool teachers attached to the inclusion of kids with SEN on the SU from the school Cardinal José María Caro from the municipal corporation of Viña del Mar, and the School Olegario Lazo Baeza. Therefore, the work of investigation was characterized by being a mixed methodology of investigation, in which several instruments were used, such as: semi-structured interview, questionnaire, and quantitative observation pattern. In the study, it was concluded that, even though information about the SLI exists, there is no more information and practica! management about the methodological strategies and curricular adequations, specifically for nursery educators from the stablishment in which the research was done with the purpose of promete and enhance the learning of boys and girls. This is why a great relevance was given to the search of those strategies that benefit the pedagogical task, as well as boys and girls with SLI
Through decades, the battle for equity and equality in education has been a discussion in society and a conquest for humanity, in search for the normalization of the inclusion of children with special educational needs (SEN), focused on the Specific Lenguage lmpairment (SLI) on regular educational places. Besides from that constant battle, the methodological stategies on the inclusive practices were questioned, which acomplished a function more integrative than inclusive, forcing the child with SEN to adapt to the stablishment, and not the other way around. The research was exploratory-descriptive, and its goal was to analyze the methodogical strategies according to the didactic sequence and the curricular adaptations worked by the preschool teachers attached to the inclusion of kids with SEN on the SU from the school Cardinal José María Caro from the municipal corporation of Viña del Mar, and the School Olegario Lazo Baeza. Therefore, the work of investigation was characterized by being a mixed methodology of investigation, in which several instruments were used, such as: semi-structured interview, questionnaire, and quantitative observation pattern. In the study, it was concluded that, even though information about the SLI exists, there is no more information and practica! management about the methodological strategies and curricular adequations, specifically for nursery educators from the stablishment in which the research was done with the purpose of promete and enhance the learning of boys and girls. This is why a great relevance was given to the search of those strategies that benefit the pedagogical task, as well as boys and girls with SLI
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Tesis (Educadora de Párvulos, Licenciada en Educación)
Keywords
Educación Preescolar, Trastornos del Habla en Niños, Estimulación temprana, Planificación Curricular, Chile