Implementación de recursos tecnológicos como herramienta didáctica para la inclusión educativa de infantes con discapacidad cognitiva en Centro Educativo Mi Mundo de Caramelo 2020-2021
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Fecha
2021
Autores
Martínez Pardo, Leydi Yaritza
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Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La torpeza motora, dislexia, Hiperactividad, Síndrome de Down y Autismo; la inclusión de niños y niñas con necesidades educativas especiales es un reto agradable y que requiere demasiado esfuerzo de los docentes y también para los niños y niñas ya que para ellos es muchas veces difícil relacionarse con sus pares debido a su agresividad e inestabilidad emocional, dificultad para seguir indicaciones, no prestar atención, no comprender los temas o comportamientos fuera de lugar, son algunas de las dificultades a las que nos enfrentamos a diario, por lo que es necesario implementar estrategias que sean compatibles con todo el grupo que se maneja y así se imparta la educación de manera equitativa; es por ello que la presente investigación fundamentada en el paradigma positivista, partiendo del hecho que pretende determinar el impacto que se genera tras la aplicación de herramientas tecnológicas en cuanto a la solución de las necesidades educativas presentadas en las aulas de clase en las cuales se cuenta con niños y niñas diagnosticados con discapacidad cognitiva, por ello y para ampliar los resultados de manera positiva en los infantes se enfoca en articular los diferentes contextos en los que el niño y la niña se desenvuelve e implementar en el aula de clases herramientas tecnológicas como apoyo a la pedagogía, la didáctica y el quehacer docente; dentro de las actividades realizadas en el desarrollo de la investigación se incorporó en el primer objetivo cuestionarios de inclusión a los participantes claves para obtener las puntos relevantes y necesidades a abarcar para posteriormente realizar la búsqueda de las herramientas en cumplimiento al segundo objetivo, implementando en este, la matriz de antecedentes dando paso a la implementación de herramientas tecnológicas en el desarrollo de las clases las cuales fueron observadas y registradas en diarios de campo; tomando en cuenta los instrumentos empleados y las acciones desarrolladas en enfoque que orienta el desarrollo de la problemática de estudio es el enfoque cuantitativo y el diseño experimental. Por otra parte, dentro de los pilares de la institución se menciona en repetidas oportunidades la importancia del juego y la tecnología en esta edad y se presentan herramientas transversales que favorecen la inclusión de los niños con discapacidades, por lo que se toman en cuenta diversas propuestas pedagógicas que incluyen el juego en su aplicación y práctica sumando a la importancia en el desarrollo integral de los niños y niñas, por otra parte la tecnología se está usando actualmente como herramienta de apoyo en la educación de niñas y niños con discapacidad al igual que los entornos lúdicos en la educación de quienes presentan diferentes tipos de discapacidad ya que permiten mejorar sus habilidades y otras destrezas. Basada en los diferentes referentes teóricos, experiencias de algunos centros educativos, la experiencia docente y el amor por la profesión, es oportuno aseverar que la educación requiere de algunos cambios y uno de ellos es priorizar la implementación de tecnología en las aulas de clases aún más cuando estas son inclusivas de modo que tanto para el docente como para el estudiante sea una experiencia pedagógica didáctica, enriquecedora y de basto aprendizaje y ello se refleja en los resultados obtenidos en el transcurso de la investigación, puesto que en efecto se comprueba que las herramientas tecnológicas aplicadas, las cuales fuero trece en total, aportaron en gran medida a la solución de las necesidades presentadas en el aula de clase y por consiguiente fundamenta cambios en la condición diagnostica de los infantes matriculados en la institución
The motor clumsiness, hyperactivity, Down Syndrome and autism; children’s inclusion with special needs is a nice challenge that requires a lot of effort by teachers and also for children themselves because they frequently have to do a strong effort in order to get along with other students due to their aggressiveness and emotional unsteadiness, difficulty to follow instructions, don’t pay attention, don’t comprehend the topics and out of place behaviors, are some of the difficulties that we face every day, for that reason it is necessary to implement some strategies that are compatible with the group as a whole and in that way to give an equal education, that is how the present research based on the positivist paradigm, starting from the fact that pretends determined the impact that is generated after the application of technological tools regarding the solution to the educative needs presented inside the classroom which girls and boys are diagnosed with cognitive disability. For that reason and in order to widen the results in a positive way in children, it is focus on articulate the different contexts where boys and girls interact and implement the technological tools inside the classroom as a support to pedagogical, didactics and teaching processes; inside the realized activities in the research development it was incorporated in the first objective inclusion to key participants to get relevant points and needs to embrace to do the tools searching in the accomplishment of the second objective, implementing in this, the background matrix allowing the implementation of technological tools in the development of classes which were observed and registered in camp diaries, taking into account the elements used and the actions developed in the approach that guides the development of the study problematic is the quantitative approach and experimental design. On the other hand, inside of the institution pillars it is frequently mentioned the importance of game and technology at this age and it is presented some transversal tools that stimulate the inclusion of children with disabilities, for that reason it is taken into account a variety of pedagogical proposals that include game in their application and practice, adding to the importance in the holistic development of children, on the other hand , technology is being used as a support tool in the education of children with disabilities as also in the ludic contexts in the education of whom present different kind of disabilities since it allows to improve their abilities and other skills. Based on the different theory referents, experiences of some educative centers, the teaching experience and the love for the profession, it is opportune to assert that education requires some changes and one of them is prioritize the implementation of technology in the classroom and moreover when these are inclusive so that for teachers and students it will be a didactic and pedagogical experience, enriching and wide learning and that it is reflected in the results get in the development of the research, due to in effect it is proved that technological applied tools, which were thirteen in total, give in a large degree to the solution of the needs presented in the classroom and therefore fundaments changes in the diagnosed condition of the children registered in the institution
The motor clumsiness, hyperactivity, Down Syndrome and autism; children’s inclusion with special needs is a nice challenge that requires a lot of effort by teachers and also for children themselves because they frequently have to do a strong effort in order to get along with other students due to their aggressiveness and emotional unsteadiness, difficulty to follow instructions, don’t pay attention, don’t comprehend the topics and out of place behaviors, are some of the difficulties that we face every day, for that reason it is necessary to implement some strategies that are compatible with the group as a whole and in that way to give an equal education, that is how the present research based on the positivist paradigm, starting from the fact that pretends determined the impact that is generated after the application of technological tools regarding the solution to the educative needs presented inside the classroom which girls and boys are diagnosed with cognitive disability. For that reason and in order to widen the results in a positive way in children, it is focus on articulate the different contexts where boys and girls interact and implement the technological tools inside the classroom as a support to pedagogical, didactics and teaching processes; inside the realized activities in the research development it was incorporated in the first objective inclusion to key participants to get relevant points and needs to embrace to do the tools searching in the accomplishment of the second objective, implementing in this, the background matrix allowing the implementation of technological tools in the development of classes which were observed and registered in camp diaries, taking into account the elements used and the actions developed in the approach that guides the development of the study problematic is the quantitative approach and experimental design. On the other hand, inside of the institution pillars it is frequently mentioned the importance of game and technology at this age and it is presented some transversal tools that stimulate the inclusion of children with disabilities, for that reason it is taken into account a variety of pedagogical proposals that include game in their application and practice, adding to the importance in the holistic development of children, on the other hand , technology is being used as a support tool in the education of children with disabilities as also in the ludic contexts in the education of whom present different kind of disabilities since it allows to improve their abilities and other skills. Based on the different theory referents, experiences of some educative centers, the teaching experience and the love for the profession, it is opportune to assert that education requires some changes and one of them is prioritize the implementation of technology in the classroom and moreover when these are inclusive so that for teachers and students it will be a didactic and pedagogical experience, enriching and wide learning and that it is reflected in the results get in the development of the research, due to in effect it is proved that technological applied tools, which were thirteen in total, give in a large degree to the solution of the needs presented in the classroom and therefore fundaments changes in the diagnosed condition of the children registered in the institution
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Palabras clave
Discapacidad cognitiva, Herramienta tecnológica, Necesidades especiales, Cognitive disability, Technological tool, Special needs
