1 research outputs found
Educational inclusion: the pedagogical challenge today
La concepci贸n que se tiene de Educaci贸n Inclusiva por parte de los docentes es sin贸nimo de un mayor esfuerzo en su quehacer pedag贸gico, es decir, a mayor cantidad de trabajo, mayor compromiso con los estudiantes con discapacidad. Para ello este art铆culo, desarroll贸 un escrito fundamentado en una investigaci贸n, que tuvo como objetivo general: Elaborar un programa de formaci贸n docente para la atenci贸n de estudiantes con limitaci贸n visual. El estudio se realiz贸 en la instituci贸n educativa Francisco de Paula Santander, municipio de Galapa, Atl谩ntico, con dise帽o metodol贸gico no experimental de tipo transversal. Se describieron las particularidades del objeto de estudio, con el fin de establecer variables y analizar su incidencia e interrelaci贸n en un momento dado. Utilizando la observaci贸n y las encuestas se caracteriza el objeto de la investigaci贸n; ya que a partir de 茅sta caracterizaci贸n se concibe una propuesta para resolver el problema planteado. Desde los referentes te贸ricos se abordaron el concepto de inclusi贸n educativa, teniendo en cuenta a Rodr铆guez, Price y otros. Adem谩s, y desde la limitaci贸n visual, en el marco de referencia de formaci贸n docente, las posturas de Rodr铆guez Fuentes, Rashee, Visintin Bueno y otros. Complementariamente, se tuvieron en cuenta, los aportes de S谩nchez, S谩nchez y Pe帽a, Mart铆nez Egea, Rodr铆guez y Ortega, Zubillaga, G贸mez y otros, facilitaron abordar el tema de la orientaci贸n pedag贸gica para atender estudiantes con limitaci贸n visual. Esta propuesta busca alternativas en la educaci贸n inclusiva, para que os docentes en su quehacer, puedan satisfacer las necesidades educativas de los estudiantes con limitaci贸n visual.Abstract: The concept we have of inclusive education by teachers is synonymous with a greater effort in their pedagogical, more work and commitment to students with disabilities. This research group was proposed as general objective: To determine the effects of a teacher education program to the attention of students with visual impairment. The study was conducted in the school Francisco de Paula Santander (Galapa), implementing a non-experimental methodological design of transversal which seeks to describe the peculiarities of the object of study in order to set variables and analyze their impact and interaction in a point, using observation and surveys characterized the object of research and that from this characterization is conceived a proposal to resolve the problem. Making use of a theoretical framework to address the concept of inclusive education, taking into account Rodriguez, Price and others from the visual impairment in the framework of training teachers: Rodriguez Fuentes, Rashee, Visintin Good and others, the following input from specialists in the field of educational guidance for students with visual impairment attend to: Sanchez, Sanchez and Pena Martinez Egea, Rodriguez and Ortega, Zubillaga, Gomez and others. This proposal seeks to remove barriers to inclusive education, that teachers are in their work, when it comes to meeting the educational needs of students with visual impairment, giving them the opportunity to access education in terms of equalities and guarantees success at the end of the process