Competencias docentes en el proceso de enseñanza aprendizaje de niños con discapacidad intelectual leve en la Educación General Básica
The teacher's competencies are essential for the work carried out with students who have intellectual disabilities in basic general education, they favor the promotion of educational inclusion and the teaching-learning process is ideal. This research work arises from the need to identify the te...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Ecuador |
| Institución: | Universidad Laica Vicente Rocafuerte |
| Repositorio: | Repositorio Universidad Laica Vicente Rocafuerte |
| Idioma: | español |
| OAI Identifier: | oai:localhost:44000/6366 |
| Acceso en línea: | http://repositorio.ulvr.edu.ec/handle/44000/6366 |
| Access Level: | acceso abierto |
| Palabra clave: | Discapacidad intelectual Enseñanza Educación inclusiva Aprendizaje |
| Sumario: | The teacher's competencies are essential for the work carried out with students who have intellectual disabilities in basic general education, they favor the promotion of educational inclusion and the teaching-learning process is ideal. This research work arises from the need to identify the teacher's competencies that are necessary to carry out their work in the educational process of students with intellectual disabilities of the Otto Arosemena Gómez Educational Unit. The proposed objective was to promote the development of teaching skills, through the knowledge of didactic strategies that facilitate the teaching-learning process in children with mild intellectual disabilities. The research approach is mixed. A questionnaire addressed to 44 teachers and an interview with 2 authorities and 2 DECE were applied as instruments. It was obtained as a result that teachers of basic general education lack the skills to perform in the educational process of students with mild intellectual disabilities. The proposal designed is based on a guide to competencies that include essential elements for education in intellectual disabilities. It was concluded that this proposal is viable, and the research work opens the possibility of generating a true educational inclusion through the teaching work. |
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