Educación inclusiva de preescolares con síndrome de Down: la mirada de un grupo de educadoras de Veracruz, México
Mexico has started to promote inclusive education policies. In this context, it is increasingly common for preschool schools to incorporate students with special educational needs, including those with Down syndrome. These inclusion cases have been sparsely documented, so an investigation was propos...
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| Formato: | Online |
| Lenguaje: | spa |
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Universidad de Costa Rica
2020
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/41665 |
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| _version_ | 1804220714293657600 |
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| author | Lormendez Trujillo, Nayeli Cano Ruiz, Amanda |
| author_facet | Lormendez Trujillo, Nayeli Cano Ruiz, Amanda |
| author_sort | Lormendez Trujillo, Nayeli |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | Mexico has started to promote inclusive education policies. In this context, it is increasingly common for preschool schools to incorporate students with special educational needs, including those with Down syndrome. These inclusion cases have been sparsely documented, so an investigation was proposed whose main objective was to know the characteristics of the teaching practice of those who work with these students. This approach was generated from four dimensions: personal, interpersonal, institutional and didactic. A qualitative research perspective and case study method were adopted. Three educators with experience in inclusion to students with Down syndrome participated. The technique used was the semi-structured interview, the data were categorized inductively. It was identified that teachers: have conceptual clarity in inclusive education and barriers to learning and participation; are looking for continuous training spaces for a relevant practice; emphasize the leadership as favorable for an inclusive education; its didactic planning privileges learning for life with the use of teaching materials; emphasize the importance of taking care of the student's location in the classroom, as well as following work routines; develop a qualitative evaluation of learning and promote collaborative work with parents and regular classroom support services. The research allows teachers to analyze efforts to attend students with relevance, through the self-training and support of the school community |
| format | Online |
| id | INIE-RAIE-article-41665 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-416652021-07-09T19:28:23Z Inclusive education of preschoolers with Down syndrome, the perspective of a group of educators from Veracruz-México Educación inclusiva de preescolares con síndrome de Down: la mirada de un grupo de educadoras de Veracruz, México Lormendez Trujillo, Nayeli Cano Ruiz, Amanda preschool education pedagogical practice educational needs inclusive education educación preescolar práctica pedagógica necesidades educacionales educación integradora Mexico has started to promote inclusive education policies. In this context, it is increasingly common for preschool schools to incorporate students with special educational needs, including those with Down syndrome. These inclusion cases have been sparsely documented, so an investigation was proposed whose main objective was to know the characteristics of the teaching practice of those who work with these students. This approach was generated from four dimensions: personal, interpersonal, institutional and didactic. A qualitative research perspective and case study method were adopted. Three educators with experience in inclusion to students with Down syndrome participated. The technique used was the semi-structured interview, the data were categorized inductively. It was identified that teachers: have conceptual clarity in inclusive education and barriers to learning and participation; are looking for continuous training spaces for a relevant practice; emphasize the leadership as favorable for an inclusive education; its didactic planning privileges learning for life with the use of teaching materials; emphasize the importance of taking care of the student's location in the classroom, as well as following work routines; develop a qualitative evaluation of learning and promote collaborative work with parents and regular classroom support services. The research allows teachers to analyze efforts to attend students with relevance, through the self-training and support of the school community México ha incursionado en la promoción de políticas de educación inclusiva. En este marco es cada vez más frecuente que se incorporen, en las escuelas de educación preescolar, estudiantes con necesidades educativas especiales que presentan síndrome de Down. Estos casos de inclusión han sido poco documentados, por ello se propuso una investigación que tuvo como objetivo principal conocer características de la práctica docente de quienes trabajan con este alumnado. Este acercamiento se generó desde cuatro dimensiones: personal, interpersonal, institucional y didáctica. Se adoptó una perspectiva cualitativa de investigación. Participaron tres educadoras con experiencia en inclusión de estudiantes con síndrome de Down. La técnica empleada fue la entrevista semiestructurada, los datos se categorizaron de manera inductiva. Se identificó que las profesoras: tienen claridad conceptual en la educación inclusiva y en las barreras para el aprendizaje y la participación; buscan espacios de formación continua para una práctica pertinente; enfatizan el liderazgo directivo como favorable en la educación inclusiva; su planeamiento didáctico privilegia aprendizajes para la vida con el empleo de materiales didácticos; destacan la importancia de cuidar la ubicación del estudiantado en el aula, así como seguir rutinas de trabajo; desarrollan una evaluación cualitativa de los aprendizajes; promueven un trabajo colaborativo con padres y madres de familia así como con servicios de apoyo al aula regular. La investigación permite analizar los esfuerzos de las docentes por atender con pertinencia a los estudiantes a través de la autoformación y apoyo de la comunidad escolar. Universidad de Costa Rica 2020-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article application/pdf https://revistas.ucr.ac.cr/index.php/aie/article/view/41665 10.15517/aie.v20i2.41665 Actualidades Investigativas en Educación; Vol. 20 No. 2: (May - August) (2020); 27 Actualidades Investigativas en Educación; Vol. 20 Núm. 2: (Mayo - Agosto) (2020); 27 Actualidades Investigativas en Educación; v. 20 n. 2: (Mayo - Agosto) (2020); 27 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/41665/42063 Derechos de autor 2020 Actualidades Investigativas en Educación |
| spellingShingle | preschool education pedagogical practice educational needs inclusive education educación preescolar práctica pedagógica necesidades educacionales educación integradora Lormendez Trujillo, Nayeli Cano Ruiz, Amanda Educación inclusiva de preescolares con síndrome de Down: la mirada de un grupo de educadoras de Veracruz, México |
| title | Educación inclusiva de preescolares con síndrome de Down: la mirada de un grupo de educadoras de Veracruz, México |
| title_alt | Inclusive education of preschoolers with Down syndrome, the perspective of a group of educators from Veracruz-México |
| title_full | Educación inclusiva de preescolares con síndrome de Down: la mirada de un grupo de educadoras de Veracruz, México |
| title_fullStr | Educación inclusiva de preescolares con síndrome de Down: la mirada de un grupo de educadoras de Veracruz, México |
| title_full_unstemmed | Educación inclusiva de preescolares con síndrome de Down: la mirada de un grupo de educadoras de Veracruz, México |
| title_short | Educación inclusiva de preescolares con síndrome de Down: la mirada de un grupo de educadoras de Veracruz, México |
| title_sort | educacion inclusiva de preescolares con sindrome de down la mirada de un grupo de educadoras de veracruz mexico |
| topic | preschool education pedagogical practice educational needs inclusive education educación preescolar práctica pedagógica necesidades educacionales educación integradora |
| topic_facet | preschool education pedagogical practice educational needs inclusive education educación preescolar práctica pedagógica necesidades educacionales educación integradora |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/41665 |
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