Pedagogical tools in the inclusion of hearing-impaired students to Manta's educational system
Herramientas pedagógicas en la inclusión de estudiantes con discapacidad auditiva al sistema educativo de Manta
| dc.creator | Muñoz-Zambrano, Shalea Melissa | |
| dc.creator | López-Mero, Patricia Josefa | |
| dc.date | 2021-01-08 | |
| dc.date.accessioned | 2023-08-08T20:56:54Z | |
| dc.date.available | 2023-08-08T20:56:54Z | |
| dc.identifier | https://publicacionescd.uleam.edu.ec/index.php/tejedora/article/view/224 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/8073281 | |
| dc.description | Both globally and nationally, a considerable segment of the population is hearing impaired, many of them are students entering the educational system who for various reasons do not receive an education according to their own needs. This research aims to determine the impact of the pedagogical tools applied by teachers on the inclusion of hearing-impaired students. It is for this reason that the intention of the research is focused on promoting the inclusive education of these students. Therefore, the objective of the research is to determine the impact of the pedagogical tools applied by teachers in the inclusion of vulnerable students with hearing disability in the educational system of the canton Manta in the 2019-2020 school period. A descriptive research with a quantitative approach was carried out that allowed to know the mentioned problem in the educational centers of the city of Manta, Ecuador. For this purpose, surveys were applied to a sample of 400 teachers belonging to educational institutions in the city of Manta, Ecuador. It was obtained that 44.6 % of the participants apply the inclusive pedagogical tools for hearing impaired students. In addition, it is shown that 56.3 % of the teachers participating in the research have received between one to three trainings related to the inclusive pedagogical tools. Through the research it has been possible to evidence the importance of the inclusive curricular design proposed by the administration of the educational system; however, it also establishes the importance of articulating the assertive participation based on three aspects: parents-teachers-educational environment. Keywords: Pedagogy, inclusive education, teachers, training, hearing disability. RESUMEN: Tanto a nivel mundial como nacional, un segmento considerable de la población presenta discapacidad auditiva, muchos de ellos, estudiantes que ingresan al sistema educativo y que por diversas razones no reciben una educación acorde a sus propias necesidades. La presente investigación pretende determinar el impacto de las herramientas pedagógicas que aplican los maestros en la inclusión de los estudiantes con discapacidad auditiva. Es por esta razón que la intención de la investigación está enfocada en promover la educación inclusiva de estos estudiantes. Por lo tanto, el objetivo de la investigación es determinar la incidencia de las herramientas pedagógicas aplicadas por los docentes en la inclusión de estudiantes vulnerables con discapacidad auditiva en el sistema educativo del cantón Manta en el período 2019-2020. Se llevó a cabo una investigación descriptiva con enfoque cuantitativo que permitió conocer la problemática mencionada en los centros educativos de la ciudad de Manta, Ecuador. Para ello, se aplicaron encuestas a una muestra de 400 profesores pertenecientes a las instituciones educativas de la ciudad de Manta, Ecuador. Se obtuvo que el 44,6% de los participantes aplican las herramientas pedagógicas inclusivas para los estudiantes con discapacidad auditiva. Además, se demuestra que el 56,3% de los docentes participantes en la investigación han recibido entre 1-3 capacitaciones relacionadas con las herramientas pedagógicas inclusivas. Mediante la investigación se ha logrado evidenciar la importancia del diseño curricular inclusivo planteado desde la administración del sistema educativo; no obstante, se establece también la importancia de articular la participación asertiva basada en tres aristas: padres de familia-docentes-entorno educativo. Palabras Clave: Pedagogía, educación inclusiva, profesores, formación, discapacidad auditiva. Recibido: 28 de septiembre de 2020; Aceptado: 04 de enero de 2021; Publicado: 08 de enero de 2021. | es-ES |
| dc.description | Both globally and nationally, a considerable segment of the population is hearing impaired, many of them are students entering the educational system who for various reasons do not receive an education according to their own needs. This research aims to determine the impact of the pedagogical tools applied by teachers on the inclusion of hearing-impaired students. It is for this reason that the intention of the research is focused on promoting the inclusive education of these students. Therefore, the objective of the research is to determine the impact of the pedagogical tools applied by teachers in the inclusion of vulnerable students with hearing disability in the educational system of the canton Manta in the 2019-2020 school period. A descriptive research with a quantitative approach was carried out that allowed to know the mentioned problem in the educational centers of the city of Manta, Ecuador. For this purpose, surveys were applied to a sample of 400 teachers belonging to educational institutions in the city of Manta, Ecuador. It was obtained that 44.6 % of the participants apply the inclusive pedagogical tools for hearing impaired students. In addition, it is shown that 56.3 % of the teachers participating in the research have received between one to three trainings related to the inclusive pedagogical tools. Through the research it has been possible to evidence the importance of the inclusive curricular design proposed by the administration of the educational system; however, it also establishes the importance of articulating the assertive participation based on three aspects: parents-teachers-educational environment. Keywords: Pedagogy, inclusive education, teachers, training, hearing disability. | en-US |
| dc.format | application/pdf | |
| dc.format | text/html | |
| dc.language | eng | |
| dc.publisher | Editorial Universitario ULEAM | es-ES |
| dc.relation | https://publicacionescd.uleam.edu.ec/index.php/tejedora/article/view/224/394 | |
| dc.relation | https://publicacionescd.uleam.edu.ec/index.php/tejedora/article/view/224/395 | |
| dc.rights | Derechos de autor 2021 Revista Científica y Arbitrada de Ciencias Sociales y Trabajo Social: Tejedora. ISSN: 2697-3626 | es-ES |
| dc.rights | http://creativecommons.org/licenses/by-nc-sa/4.0 | es-ES |
| dc.source | Revista Científica y Arbitrada de Ciencias Sociales y Trabajo Social: Tejedora. ISSN: 2697-3626; Vol 4 No 7 (2021): Revista Científica y Arbitrada de Ciencias Sociales y Trabajo Social: Tejedora; 168-178 | en-US |
| dc.source | Revista Científica y Arbitrada de Ciencias Sociales y Trabajo Social: Tejedora. ISSN: 2697-3626; Vol. 4 Núm. 7 (2021): Revista Científica y Arbitrada de Ciencias Sociales y Trabajo Social: Tejedora; 168-178 | es-ES |
| dc.source | 2697-3626 | |
| dc.title | Pedagogical tools in the inclusion of hearing-impaired students to Manta's educational system | es-ES |
| dc.title | Herramientas pedagógicas en la inclusión de estudiantes con discapacidad auditiva al sistema educativo de Manta | en-US |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion | |
| dc.type | Artículo revisado por pares | es-ES |