Estrategias metodológicas para la lectura en el sistema braille en niños con discapacidad visual.
This research work addressed the following problem: How to improve reading in the braille system in children with visual disabilities in the Specialized Educational Unit of Cotopaxi? For this reason, it was proposed as an objective to establish methodological strategies for the teaching of reading t...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Ecuador |
| Institución: | Universidad Técnica de Cotopaxi |
| Repositorio: | Repositorio Universidad Técnica de Cotopaxi |
| Idioma: | español |
| OAI Identifier: | oai:oai:repositorio.utc.edu.ec:27000:27000/7345 |
| Acceso en línea: | http://repositorio.utc.edu.ec/handle/27000/7345 |
| Access Level: | acceso abierto |
| Palabra clave: | ESTRATEGIAS METODOLÓGICAS DISCAPACIDAD VISUAL LECTURA BRAILLE GUÍA METODOLÓGICA EDUCACIÓN BÁSICA |
| Sumario: | This research work addressed the following problem: How to improve reading in the braille system in children with visual disabilities in the Specialized Educational Unit of Cotopaxi? For this reason, it was proposed as an objective to establish methodological strategies for the teaching of reading through the braille system in children with visual disabilities. The development of the research was framed in a qualitative research approach, applied through the formal interview technique with the guide of semi-structured questions to the director and the survey technique with the teacher questionnaire instrument, to inquire about their perceptions and pedagogical practices to improve the teaching of reading. The applied techniques and instruments made it possible to show that teachers recognize the importance of learning to read in the case of children with visual disabilities, however, they do not know which method to use, since reading in the Braille system differs from conventional reading and therefore their teaching must be adjusted to the learning peculiarities of these students. Therefore, a methodological guide was designed for teachers, based on the constructivist, cognitivist and behavioral approach, due to the characteristics of information processing and acquisition; and the generator word method, which establishes a specific sequence of contents to learn the Braille code. In addition, this guide guides the teacher to teaching in stages, from readiness to learning phonemes and contractions. This proposal has been validated by users and socialized in the institution, supporting its viability and feasibility to be implemented. |
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