Ajustes razonables para la enseñanza de las matemáticas en estudiantes con necesidades educativas especiales de la Institución Educativa Francisco José de Caldas
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Fecha
2018
Autores
Banguero Lopez, Patricia
Tarazona Carvajal, Martha Cecilia
Soto Cruces, Felix Leonel
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Este trabajo investigativo se realizó con el propósito de diseñar ajustes razonables en el área de matemáticas para estudiantes con necesidades educativas especiales, en el grado tercero de básica primaria, en una institución educativa oficial del Municipio de Cúcuta, Norte de Santander. La investigación se realizó desde el paradigma histórico hermenéutico, el enfoque fue cualitativo y el método escogido fue estudio de casos. El proceso de recolección de información se desarrolló utilizando las técnicas de: análisis documental, entrevista en profundidad y el instructivo: orientaciones técnicas, administrativas y pedagógicas del Ministerio de Educación Nacional MEN. Los informantes clave fueron tres estudiantes con discapacidad cognitiva y dos docentes de básica primaria. Los resultados muestran que hay un distanciamiento entre lo que orienta el MEN y el currículo institucional sobre la inclusión de los estudiantes con discapacidad. Se constata la necesidad de realizar ajustes razonables al currículo para mejorar los aprendizajes de los estudiantes con discapacidad cognitiva. Finalmente, se realiza propuesta de intervención desde el Plan Individual de Ajuste Razonable PIAR, para los estudiantes con discapacidad cognitiva.
This research work was carried out with the purpose of designing reasonable adjustments in the area of mathematics for students with special educational needs, in the third grade of elementary school, in an official educational institution of the Municipality of Cúcuta, Norte de Santander. The research was conducted from the hermeneutical historical paradigm, the focus was qualitative and the chosen method was case study. The information gathering process was developed using the techniques of: documentary analysis, in-depth interview and the instructions: technical, administrative and pedagogical guidelines of the Ministry of National Education MEN. The key informants were three students with cognitive disabilities and two elementary school teachers. The results show that there is a distancing between what guides the MEN and the institutional curriculum on the inclusion of students with disabilities. The need to make reasonable adjustments to the curriculum to improve the learning of students with cognitive disabilities is confirmed. Finally, an intervention proposal is made from the Individual Plan for Reasonable Adjustment PIAR, for students with cognitive disabilities
This research work was carried out with the purpose of designing reasonable adjustments in the area of mathematics for students with special educational needs, in the third grade of elementary school, in an official educational institution of the Municipality of Cúcuta, Norte de Santander. The research was conducted from the hermeneutical historical paradigm, the focus was qualitative and the chosen method was case study. The information gathering process was developed using the techniques of: documentary analysis, in-depth interview and the instructions: technical, administrative and pedagogical guidelines of the Ministry of National Education MEN. The key informants were three students with cognitive disabilities and two elementary school teachers. The results show that there is a distancing between what guides the MEN and the institutional curriculum on the inclusion of students with disabilities. The need to make reasonable adjustments to the curriculum to improve the learning of students with cognitive disabilities is confirmed. Finally, an intervention proposal is made from the Individual Plan for Reasonable Adjustment PIAR, for students with cognitive disabilities
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Palabras clave
Escuela Inclusiva, Calidad en Procesos de Inclusión, Currículo, Ajustes Razonables, Necesidades Educativas Especiales, Problemas de Aprendizaje
