Teacher training in the pedagogical treatment of students with temporary and permanent disabilities
DOI:
https://doi.org/10.55204/pcc.v3i2.e37Keywords:
Educational inclusion, Permanent disabilities, Temporary disabilities.Abstract
Introduction: Evidence has shown that teachers today are not equipped to work in their classrooms with students who have learning difficulties and especially with those who have temporary and permanent disabilities. Current legal norms are clear and forceful in demanding educational inclusion. Not only do the constitution and the law of bilingual intercultural education state that educational institutions are obliged to educate, train and promote children and young people with different abilities, but they must also include them in their regular education programs.
Objective: To present an alternative and innovative project in the current educational system for teacher training in the pedagogical treatment of students with temporary and permanent disabilities.
Methods: A descriptive and experimental research was used as variables were manipulated, a pre-test and a post-test were also applied before and after teacher training on the subject of temporary and permanent disabilities and a comparison of the two results was made using the student's t statistic.
Results: It was confirmed that there was an improvement in the teachers' knowledge about the pedagogical treatment of students with disabilities.
Conclusions: The training of the teachers of the Leonardo Da Vinci educational unit in the city of Riobamba on the pedagogical attention to students with permanent and temporary disabilities was effective, therefore it is expected that this project will serve as a "pilot experiment" so that it can be implemented in all the schools in the city and province, thus helping this group that has been so unprotected and neglected in recent times, such as students with different abilities, to have better opportunities for development and progress in their lives.
Downloads
References
Abos, P. y Polaino, A. (2021). Integración de deficientes mentales educables: un estudio de actitudes docentes. Revista Española de Pedagogía, 172, 193-206.
Arraiz, A. (2020). Estudio descriptivo de las actitudes de padres, niños y maestros de la escuela primaria hacia la integración escolar del niño disminuido en Zaragoza. Tesis de Licenciatura.
Balsas Ortega, M.J. (2022). La formación permanente del profesorado ante la integración. Barcelona: PPU.
Bogdan, R. y Biklen, D. (2018). Handicapism. Social Policy, March-April. N. York.
Contreras Domingo, J. (2019). De estudiante a profesor. Socialización y aprendizaje en las prácticas de enseñanza. Revista de Educación, 282, 203-231.
Donaldson, J. (2020). Cambio de actitudes hacia las personas retrasadas. Siglo Cero, 112, 30-38.
Cabero, M. y otros (1991). Actitudes de los maestros hacia la integración. Siglo Cero, 138, 46-51.
García Pastor, C. y otros (1993). La opinión de los profesores hacia la integración: análisis e instrumento para su valoración. Revista de Investigación Educativa, 22, 43-60.
López González, María & López González Mercedes (1997). Simular la discapacidad.
Rose, D. H., Meyer, A. y Hitchcock, c. (2005). The Universally Designed Classroom: Accessible Curriculum and Digital Technologies. Cambridge: Harvard Education Press.
Rose, D.H. y Meyer, A. (2000). «The Future is in the Margins: The Role of Technology and Disability in Educational
Sánchez-Serrano, J.M. (2018). Diseño del curriculum des‑ del enfoque del Diseño Universal para el Aprendizaje. En Alba Pastor, c. (Coord.). (2018b). Diseño Universal para el Aprendizaje: Educación para todos y prácticas de enseñanza inclusivas. Madrid: Morata. 1. ª impresión 2016. pp. 59‑88
Sánchez-Serrano, J.M. y Arathoon, A. (2018). Recursos digitales y Diseño Universal para el Aprendizaje. En Alba Pastor, c. (Coord.). (2018b). Diseño Universal para el Aprendizaje: Educación para todos y prácticas de enseñanza inclusivas. Madrid: Morata. 1. ª impresión. 89‑122
Silva G (2023) Hacia una educación inclusiva, el reto de los verdaderos maestros en la época actual. artículo científico, revista LATAM, Paraguay 2023
The center for universal design (1997). Universal Design: The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. NC: The Center for Universal Design.
Vigotsky, l. s. (1978). Mente y sociedad. Cambridge: Universidad de Harvard.
Wood, d., Bruner, J. S. y Ross, G. (1976). The role of tutoring in problem solving». Journal of child psychology and psychiatry. 17(2), pp. 89‑100
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Galo Patricio Silva Borja, Janeth Karolina Cando Brito, Luis Alberto Vásquez Castro, Manuel Alberto Moreno Rodríguez, Gladys Erminia Paredes Bonilla, Silvia Cabrera Culech, Dennys Patricio Bonilla Oñate
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors retain the moral and patrimonial rights of their works. Since Prometeo Journal is an open access publication, readers can fully or partially reproduce its content as long as they properly credit the corresponding authors and the journal itself.
Our journal is governed by the international policies SHERPA/RoMEO: Green journal: They allow the self-archiving of both the pre-print (draft of a paper) and the post-print (the version corrected and reviewed by peers) and even the final version ( layout as it will be published in the journal).
See also "Copyright and licences".
