INTEGRATION INTO THE EDUCATIONAL FIELD OF CHILDREN WITH DISABILITIES
Integración al ámbito educativo de niños y niñas con discapacidad
| dc.creator | Espín-Miniguano, Anita Dalila | |
| dc.creator | Vargas-Villacres, Borman Renan | |
| dc.creator | Pazmiño-López, Mariela Alejandra | |
| dc.date | 2023-01-09 | |
| dc.date.accessioned | 2023-08-08T20:57:03Z | |
| dc.date.available | 2023-08-08T20:57:03Z | |
| dc.identifier | https://publicacionescd.uleam.edu.ec/index.php/tejedora/article/view/470 | |
| dc.identifier | 10.56124/tj.v6i11.0072 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/8073334 | |
| dc.description | In present descriptive and correlational research was decided the scale of perception towards disability, in this way was possible to establish the strategies and mythologies exposed by teachers to work with students with disability for which was used two resources previously authenticated with reliability of ALFA DE CRONBACH. The issue of this research born of the believe that the integration of children with disability has no influence in the educational field pretending continue with the traditional education in which every student learns at the same time, using the same methodology. Furthermore, it was worked with a quantitative standpoint with a population of 164 students of 4th to 7th of elementary school and 36 teachers. The information collected shows clearly how the integration of children with disability demands meaningful changes that encompass from better adapted arrangements, as well as shows that the educative processes need be design in agreement to every case. It’s important emphasize that the interdisciplinary work will allow encompass every facet of the student achieving that the educational field be a support, and avoid in the future the social isolation that will produce psychosocial harm that gradually will affect to the quality of life and education of students. In addition, is suggested an exemplary protocol of social intervention focus on three stages and with the goal of lead to the professional social workers BEFORE, DURING and AFTER of the integration of children with disability to archive that the students to accomplish a socio-emotional comfort and a good academic performance. Keywords: Perception, Social Isolation, Socio-emotional comfort, Support, Educative Process. | en-US |
| dc.description | Esta investigación trabajó con carácter descriptivo y correlacional, determinando el grado de percepción hacia la discapacidad, logrando establecer estrategias y metodologías útiles para trabajar con estudiantes con discapacidad, para esto se utilizó dos instrumentos, previamente validados y con una confiabilidad de ALFA DE CRONBACH. El problema de la investigación nace en la creencia de que la integración de niños y niñas con discapacidad no influye en el ámbito educativo pretendiendo continuar con la educación en la que todos los estudiantes aprenden al mismo ritmo, utilizando las mismas metodologías. La información recolectada, muestra claramente como la integración de niños y niñas con discapacidad al ámbito educativo requiere de cambios significativos, que abarcan desde estructuras mejor acopladas a cada discapacidad, así como también refleja que los procesos educativos, necesitan ser diseñados, de acuerdo a cada caso. Es importante recalcar que el trabajo interdisciplinario permitirá abarcar cada aspecto del estudiante logrando así que el ámbito educativo sea una red de apoyo, y evitar en un futuro el aislamiento social produciendo varios daños psicosociales, que progresivamente afectarán la calidad de vida y educación de los estudiantes. Además, se sugiere un modelo de protocolo de intervención social enfocando en tres etapas y con el objetivo de direccionar a los profesionales en trabajo social ANTES, DURANTE Y DESPUÉS de la integración de niños y niñas con discapacidad, para lograr que él o la estudiante alcancen un bienestar socio – emocional y buen rendimiento académico. Palabras Clave: Percepción, Aislamiento Social, Redes de Apoyo, Bienestar socio emocional, Proceso Educativo. ABSTRACT: In present descriptive and correlational research was decided the scale of perception towards disability, in this way was possible to establish the strategies and mythologies exposed by teachers to work with students with disability for which was used two resources previously authenticated with reliability of ALFA DE CRONBACH. The issue of this research born of the believe that the integration of children with disability has no influence in the educational field pretending continue with the traditional education in which every student learns at the same time, using the same methodology. Furthermore, it was worked with a quantitative standpoint with a population of 164 students of 4th to 7th of elementary school and 36 teachers. The information collected shows clearly how the integration of children with disability demands meaningful changes that encompass from better adapted arrangements, as well as shows that the educative processes need be design in agreement to every case. It’s important emphasize that the interdisciplinary work will allow encompass every facet of the student achieving that the educational field be a support, and avoid in the future the social isolation that will produce psychosocial harm that gradually will affect to the quality of life and education of students. In addition, is suggested an exemplary protocol of social intervention focus on three stages and with the goal of lead to the professional social workers BEFORE, DURING and AFTER of the integration of children with disability to archive that the students to accomplish a socio-emotional comfort and a good academic performance. Keywords: Perception, Social Isolation, Socio-emotional comfort, Support, Educative Process. Recibido: 05 de octubre de 2022; Aceptado: 19 de diciembre de 2022; Publicado: 09 de enero de 2023. | es-ES |
| dc.format | application/pdf | |
| dc.format | text/troff | |
| dc.language | spa | |
| dc.publisher | Editorial Universitario ULEAM | es-ES |
| dc.relation | https://publicacionescd.uleam.edu.ec/index.php/tejedora/article/view/470/761 | |
| dc.relation | https://publicacionescd.uleam.edu.ec/index.php/tejedora/article/view/470/762 | |
| dc.rights | Derechos de autor 2023 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 6 No 11 (2023): Revista Científica y Arbitrada de Ciencias Sociales y Trabajo Social: Tejedora; 29-43 | en-US |
| dc.source | Revista Científica y Arbitrada de Ciencias Sociales y Trabajo Social: Tejedora. ISSN: 2697-3626; Vol. 6 Núm. 11 (2023): Revista Científica y Arbitrada de Ciencias Sociales y Trabajo Social: Tejedora; 29-43 | es-ES |
| dc.source | 2697-3626 | |
| dc.source | 10.56124/tj.v6i11 | |
| dc.title | INTEGRATION INTO THE EDUCATIONAL FIELD OF CHILDREN WITH DISABILITIES | en-US |
| dc.title | Integración al ámbito educativo de niños y niñas con discapacidad | es-ES |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion | |
| dc.type | Artículo revisado por pares | es-ES |