Mediación didáctica para el desarrollo de competencias comunicativas en lengua extranjera en estudiantes de inclusión educativa
The objective of this research was to carry out an analysis about the weaknesses, opportunities, strengths and threats of the population of students with Special Educational Needs or inclusion, especially for the blind and those with low vision to reinforce their teaching-learning process in the sub...
| Autores: | , , |
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| Formato: | tesis de maestría |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2022 |
| País: | Colombia |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.cuc.edu.co:11323/9707 |
| Acesso em linha: | https://hdl.handle.net/11323/9707 https://repositorio.cuc.edu.co/ |
| Access Level: | acceso abierto |
| Palavra-chave: | Didactic strategies Inclusive education Communicative competences Estrategias didácticas Educación inclusiva Competencias comunicativas |
| Resumo: | The objective of this research was to carry out an analysis about the weaknesses, opportunities, strengths and threats of the population of students with Special Educational Needs or inclusion, especially for the blind and those with low vision to reinforce their teaching-learning process in the subject of English at the District Educative Institution La Magdalena. Taking as a starting point that teachers are not prepared to deal with this situation and also do not have the necessary didactic tools to solve certain challenges that occur daily with the visually impaired population, this research aims to provide to some extent some tools that can serve the teacher to provide children with some strategies to improve difficulties in learning communication skills. The methodology used was a qualitative and quantitative approach and collective construction. The techniques to collect data were the survey and the interview, applied to various members of the educational community, including teachers and students. The causes detected to analyze the problem are the lack of support from families, the lack of initial training of teachers to deal with these cases, the lack of significant learning and the lack of teaching material and tools to work in class. |
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