Statement of The Problem
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ScribdTranslationsStatement of The Problem
Uploaded by
ScribdTranslationsSTATEMENT OF THE PROBLEM
The word Education and the changes in traditional policies, we
they propose the application of new methodologies and strategies, which include a
active participation of students in all processes and learning with
the purpose of accessing quality education.
From a professional standpoint, a radical change is required in order to
carry out, and implement new ways to represent, express content
creating spaces where children are protagonists of the educational process,
it is in that scenario where teachers must contribute to the achievement of goals that
favor all and each of the students.
This educational trend has been promoted as a means to
improve and involves, basically, special education services in the classrooms,
allowing students with disabilities or other needs
special education students participate in the same educational and social environment as everyone else
of his/her companions.
This creates the need to generate a series of strategies that
contribute to cognitive and social development through integrated work, and the
need to generate awareness around supporting the inclusion of all
people, recognize their diversity, and what this implies at a methodological level
and evaluative in the classroom.
In our society and especially in many institutions
In educational contexts, inclusion is discussed, however, stereotypes have been created.
where the educational context is not left out of this. For this reason, it is necessary
to have all possible means so that teachers can attend
adequately the diversity of students in their classrooms. And in this context of
Change, teachers are a key element for the success of inclusion (Ainscow,
2007).
Regarding the above, a question arises: Are they used
inclusive strategies in the classroom to enhance cognitive skills and
practices?
One of the issues that requires more attention is to observe the
implementation of the new educational reforms related to practices
pedagogical within the classrooms.
From this reflection, the following is posed: 'The educational modality
special or differential establishes specific plans and programs, which due to
the entry into force of Decree 83 from the Ministry of Education eliminates the
following decrees 87/90, 86/90, 89/90, which outline plans and programs
differentiated according to the student's deficit. With the implementation of
decree 83, the previously mentioned decrees are repealed and the
schools will continue with the regular curriculum, restricting the possibility of
plan quality educational proposals that are flexible, relevant, and pertinent
according to the reality of each student. With these new guidelines and
pedagogical criteria for curricular adaptation, the establishments
educators will be able to adapt the curricular foundations of preschool and primary education,
finally managing to ensure that students with educational needs
special needs can access, participate in, and progress in their teaching process in
similar conditions to those that students without these needs have access to.
(Decree No. 83/2015, p.5-6)
The fact of understanding the learning level and rhythm of the students, which
it was consistent with decree 87, where one of its principles refers to
in educating by preparing the human being for social coexistence and offering the
Opportunity to integrate into the community from which it comes or where
has to develop.
This fundamental principle acquires greater relevance when it refers to the
education for those individuals who, for various reasons, present a limitation
cognitive; therefore, it is necessary to adopt programs, methods, and strategies
specifics relevant to developing capabilities as much as possible
cognitive skills and abilities that allow him to assess and decide (to the extent that
their level of social integration.
Another important point is to highlight and enhance throughout the entire period.
special education school. Develop adaptive behaviors
related to practical and cognitive skills, since one of the factors
A characteristic of a person with a disability is that they appear diminished.
significantly these behaviors.
Therefore, currently, special schools and special courses that
they operate within a regular school are responsible for generating routines of
work that involves the development of these practical and cognitive skills that
they havereference with activities of the life daily (food,
transfer/mobility, cleaning, dressing; instrumental activities of daily living
meal preparation, house maintenance, transportation, taking
medications, money management, use of the telephone); occupational skills,
maintain safe environments.
One of the new regulations in force, such as decree 83, grants the level or
course that a student should attend according to their chronological age, this
has a very important implication, since a 12-year-old child must
to be in the stage of formal operations, and must attend 7th grade.
The French psychologist Jean Piaget calls the stage of thought of the
formal operations which occur during adolescence and continue
throughout adulthood. Its main characteristic is that the individual who
reaches this stage is capable of dispensing with concrete content.
Y palpable de las cosas y de situarse en el campo de lo abstracto. Piaget.
(1950).
Therefore, children who do not display the behaviors of entry into
the area of conceptual skills; whether reading and writing operations
basic and have reduced the area of the numerical scope and practical skills.
What significance does it have to be in a course where everyone follows a certain rhythm and
a level of learning?
We will focus on observing the implementation of the new reforms.
educational at the República de Francia School belonging to the municipality of
Colonel.
This research aims to deliver a qualitative approach that
allows analyzing and describing those practices applied in strategies
pedagogical as curricular for those students with disabilities
intellectual.
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