Inclusión escolar de niños con síndrome de DOWN.
The present investigation transforms a problem related to the teacher's perception of the school inclusion of children with Down Syndrome in the classroom, where various expectations, opinions and curiosities are presented, by regular students, while on the other is the child with Down Syndrome...
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| Format: | master thesis |
| Status: | Published version |
| Publication Date: | 2020 |
| Country: | Ecuador |
| Institution: | Universidad Técnica de Cotopaxi |
| Repository: | Repositorio Universidad Técnica de Cotopaxi |
| Language: | Spanish |
| OAI Identifier: | oai:oai:repositorio.utc.edu.ec:27000:27000/7445 |
| Online Access: | http://repositorio.utc.edu.ec/handle/27000/7445 |
| Access Level: | Open access |
| Keyword: | SÍNDROME DE DOWN INCLUSIÓN ESCOLAR PERCEPCIÓN DE LOS DOCENTES ESTRATEGIAS DIDÁCTICAS EDUCACIÓN BÁSICA |
| Summary: | The present investigation transforms a problem related to the teacher's perception of the school inclusion of children with Down Syndrome in the classroom, where various expectations, opinions and curiosities are presented, by regular students, while on the other is the child with Down Syndrome that seeks to be accepted, without any discrimination, prevailing his educational need; for this reason the purpose was proposed as a general objective to know the teachers' perception about the school inclusion of children with Down syndrome in the middle level of Basic General Education of the Educational Unit September 19 of the Salcedo canton; To achieve the objective, the following methodologies are used, a quantitative approach with a non-experimental design and a cross descriptive level, the result is a didactic strategy for children with Down syndrome; which was validated through a user evaluation, impact evaluation and a workshop socialization, getting the following conclusion, according to the obtained results, it was possible to know the teachers' perceptions about school inclusion, who work with students with special needs , where there is a medium acceptance in the educational community and it is determined that the teacher for lack of continuous training by the ministry of education does not know the legal and scientific assumptions that support the Down Syndrome, it is important that the teacher self-train to improve the child's learning and can use the resources necessary for an optimal application of the method both in reading - writing and in the area of mathematics. |
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