Buenas prácticas docentes para la adquisición de la lectoescritura en estudiantes de establecimientos regulares que presenten necesidades educativas especiales.
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Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
La presente investigación tiene como objetivo identificar las buenas prácticas docentes para el proceso de adquisición de la lectoescritura en estudiantes de primer ciclo básico que presenten Necesidades Educativas Especiales y que asistan a establecimientos regulares con programa de integración escolar. El enfoque que se utilizó es de tipo cualitativo con un diseño de estudio de caso. La recolección de datos se realizó a través de entrevistas semiestructuradas a un total de 7 profesores, específicamente 3 docentes de Educación General Básica y 4 de Educación Diferencial pertenecientes a establecimientos regulares que han obtenido buenos resultados en el SIMCE y que cuentan con programa de integración escolar en la ciudad de Los Ángeles. Los resultados arrojaron que, en relación con las buenas prácticas dentro de la enseñanza de la lectoescritura, y las Necesidades Educativas Especiales presentes en el aula, los docentes presentan una deficiente actualización en esta materia. Sumado a lo anterior, reconocen la relevancia de la implementación del decreto 83 como respuesta a la diversidad existente dentro del aula, considerando la gran importancia de las emociones dentro del proceso educativo.
This research aims to identify good teaching practices for the acquisition of literacy skills in primary school students with special educational needs who attend mainstream schools with inclusive education programs. A qualitative approach with a case study design was employed. Semi-structured interviews were conducted with 7 Primary School Teachers and Special Education from mainstream schools that have achieved high scores in the SIMCE standardized test and have inclusive education programs in the city of Los Ángeles. The results revealed that, regarding best practices and the teaching of literacy, alongside the various existing methods for this process, teachers are committed to ongoing professional development in general education. They also recognize the importance of implementing Decree 83 to address diversity, considering emotions as relevant to this process, and view errors as opportunities for learning.
This research aims to identify good teaching practices for the acquisition of literacy skills in primary school students with special educational needs who attend mainstream schools with inclusive education programs. A qualitative approach with a case study design was employed. Semi-structured interviews were conducted with 7 Primary School Teachers and Special Education from mainstream schools that have achieved high scores in the SIMCE standardized test and have inclusive education programs in the city of Los Ángeles. The results revealed that, regarding best practices and the teaching of literacy, alongside the various existing methods for this process, teachers are committed to ongoing professional development in general education. They also recognize the importance of implementing Decree 83 to address diversity, considering emotions as relevant to this process, and view errors as opportunities for learning.
Description
Tesis presentada para optar al título de Profesor de Educación Diferencial con Mención en Discapacidad Intelectual
Keywords
Lectoescritura, Educación inclusiva