masterThesis
Estrategias pedagógicas para la inclusión educativa de una estudiante con discapacidad visual en educación primaria: estudio de caso
Fecha
2021-01Autor
Inte Quimbita, Gladys Paulina
Institución
Resumen
Visually impaired people belong to a very heterogeneous group that needs specific
educational intervention, as do their families; therefore, visually impaired students are a
very important challenge for teachers in the use of specific pedagogical strategies in the
learning teaching process, which will allow a true educational inclusion of this
population.
Education is now a right and a duty, so it becomes necessary to incorporate every person
and all people to receive a dignified education, where they can obtain continuous and
systematic learning; in the face of this, it becomes necessary to analyze psychopedagic
aspects used by teachers.
Education should be given to all people on equal status regardless of the type of difficult
they have or present on a continuous or temporary basis; for this reason, it is argued that
visually impaired students during their initial and basic training access special schools,
where their peers have the same limitations; however, when teaching-learning processes
are continually progressing, the recommendation is different, as they necessarily enter a
regular school where serious difficulties arise, to which they must be prepared.
This study aims to publicize the results we set out in the overall objective that focused
specifically on analyzing pedagogical strategies for the educational inclusion of a visually
impaired student in primary education: case study.
For the research project, a qualitative methodology was taken into account where the
behavior of students, and teachers, was studied. The method that was implemented for
data collection was of the descriptive and observation type. For the result, account was
taken of the application of the instruments aimed at both parents and teachers; In turn, the
Bright Start method card was developed which is an early cognitive development model,
to be used with children between 3 and 9 years old.