La formación docente y la inclusión educativa en estudiantes con trastornos del neurodesarrollo en Barranquilla, periodo 2022- 2023
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Fecha
2024
Autores
Navarro Toro, Fidel Manuel
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El estudio analiza la formación docente y su relación con la inclusión educativa de
estudiantes con trastornos del neurodesarrollo (TDAH, TEA, dislexia) en Barranquilla
durante 2022-2023. Se identifica como problemática principal la insuficiente preparación
de los docentes para implementar estrategias pedagógicas inclusivas, agravada por la falta
de recursos y apoyo institucional.
El objetivo general es evaluar la formación inicial y continua del profesorado para proponer
estrategias que mejoren la atención a la diversidad en las aulas. La metodología empleada
incluye un enfoque cualitativo, basado en el análisis documental de normativas, programas
de formación y estudios previos.
Entre los hallazgos destacan barreras como la escasez de herramientas pedagógicas, la falta
de capacitación específica y la limitada implementación de políticas públicas inclusivas. A
pesar de estos retos, se enfatiza la importancia de la formación docente como pilar para
transformar el entorno educativo hacia uno más equitativo e inclusivo.
Se recomienda fortalecer los programas de capacitación, garantizar recursos adecuados,
fomentar la colaboración entre actores educativos y establecer mecanismos de evaluación
para asegurar prácticas inclusivas efectivas. Este esfuerzo es fundamental para garantizar
una educación de calidad que permita a todos los estudiantes alcanzar su máximo potencial.
The study analyzes teacher training and its relationship with the educational inclusion of students with neurodevelopmental disorders (ADHD, ASD, dyslexia) in Barranquilla during 2022-2023. The main problem is identified as the insufficient preparation of teachers to implement inclusive pedagogical strategies, aggravated by the lack of resources and institutional support. The general objective is to evaluate the initial and continuous training of teachers to propose strategies that improve attention to diversity in classrooms. The methodology used includes a qualitative approach, based on the documentary analysis of regulations, training programs and previous studies. Among the findings, barriers such as the scarcity of pedagogical tools, the lack of specific training and the limited implementation of inclusive public policies stand out. Despite these challenges, the importance of teacher training as a pillar to transform the educational environment towards a more equitable and inclusive one is emphasized. It is recommended to strengthen training programs, ensure adequate resources, encourage collaboration between educational actors and establish evaluation mechanisms to ensure effective inclusive practices. This effort is essential to guarantee quality education that allows all students to reach their full potential.
The study analyzes teacher training and its relationship with the educational inclusion of students with neurodevelopmental disorders (ADHD, ASD, dyslexia) in Barranquilla during 2022-2023. The main problem is identified as the insufficient preparation of teachers to implement inclusive pedagogical strategies, aggravated by the lack of resources and institutional support. The general objective is to evaluate the initial and continuous training of teachers to propose strategies that improve attention to diversity in classrooms. The methodology used includes a qualitative approach, based on the documentary analysis of regulations, training programs and previous studies. Among the findings, barriers such as the scarcity of pedagogical tools, the lack of specific training and the limited implementation of inclusive public policies stand out. Despite these challenges, the importance of teacher training as a pillar to transform the educational environment towards a more equitable and inclusive one is emphasized. It is recommended to strengthen training programs, ensure adequate resources, encourage collaboration between educational actors and establish evaluation mechanisms to ensure effective inclusive practices. This effort is essential to guarantee quality education that allows all students to reach their full potential.
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Palabras clave
Estrategias pedagógicas inclusivas, Capacitación docente, Trastornos del neurodesarrollo, Políticas públicas inclusivas, Atención a la diversidad
