Publicación:

Estudio de caso: una mirada para el aprendizaje en el aula con una niña con discapacidad intelectual leve en la Institución Educativa Marruecos y Molinos. Bogotá, D.C.

Resumen

In our work experience, we discovered that there are no equal students, and if in our practice we get to know their needs, the way they find it easier to learn or motivate themselves to it, our work would be easier and more satisfying. How does the policy of inclusive education favour the training processes of a student with intellectual disability in the sixth grade of the educational institution Marruecos y Molinos?. The work is carried out under a qualitative methodology, in which area teachers, support teachers, parents and/or caregivers participate, with the purpose of collecting information through interviews, surveys and direct observation in the classroom with the purpose of identifying strategies to facilitate the inclusion process and enrich educational practices. Bearing in mind that education in the 21st century is about attending to the plurality and diversity of students, relying on conditions of participation and democracy for all, to give way to school inclusion, in order to improve education and allow the entrance of students with different needs and abilities; merging a misnamed "regular" education and a "special" education; to the new "inclusive education"; that at the normative and legal level, the Ministry of National Education-MEN has designed policies and guidelines with a view to changing the imaginaries about disability, what is and is not disability, and the pedagogical approach to the process of educational inclusion because the presence of children with intellectual disabilities in the classroom requires a series of adaptations in the process of their teaching/learning and allows our educational system to be transformed and our students with disabilities to enjoy the effective and real right to have a quality education. This research seeks to characterize and analyze the process of school inclusion of a girl with intellectual disability by implementing an intervention proposal based on the document of technical, administrative and pedagogical guidelines for educational care for students with disabilities in the framework of inclusive education-PIAR.