Práctica pedagógica inclusiva
Date
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
Los docentes de educación básica han recibido escasa formación profesional para atender a estudiantes inclusivos con diversas características; es un reto para el maestro aplicar estrategias didácticas que respondan a estas exigencias. El objetivo de este artículo fue identificar información especializada sobre las prácticas pedagógicas que realizan los docentes para lograr aprendizajes en estudiantes inclusivos. Se identificó aportes que fueron el resultado de una selección de diversas fuentes, analizadas y categorizadas considerando la actual práctica educativa que realizan los docentes y la necesidad de aprendizaje de los estudiantes. Concluyendo que las mejoras en la formación inicial del maestro, las políticas educativas e institucionales, los enfoques inclusivos y los recursos didácticos, son categorías fundamentales para los aprendizajes de los estudiantes junto a una reflexión sobre las fortalezas de los docentes, equipos directivos, medios y materiales didácticos para obtener resultados que respondan a las expectativas de aprendizajes de estudiantes inclusivos.
Basic education teachers have received little professional training to serve inclusive students with diverse characteristics; it is a challenge for the teacher to apply didactic strategies that respond to these demands. The objective of this article was to identify specialized information on the pedagogical practices carried out by teachers to achieve inclusive student learning. Contributions were identified that were the result of a selection of various sources, analyzed and categorized considering the current educational practice carried out by teachers and the need for student learning. Concluding that improvements in initial teacher training, educational and institutional policies, inclusive approaches and teaching resources are fundamental categories for student learning along with a reflection on the strengths of teachers, management teams, media and teaching materials to obtain results that respond to the learning expectations of inclusive students.
Basic education teachers have received little professional training to serve inclusive students with diverse characteristics; it is a challenge for the teacher to apply didactic strategies that respond to these demands. The objective of this article was to identify specialized information on the pedagogical practices carried out by teachers to achieve inclusive student learning. Contributions were identified that were the result of a selection of various sources, analyzed and categorized considering the current educational practice carried out by teachers and the need for student learning. Concluding that improvements in initial teacher training, educational and institutional policies, inclusive approaches and teaching resources are fundamental categories for student learning along with a reflection on the strengths of teachers, management teams, media and teaching materials to obtain results that respond to the learning expectations of inclusive students.
Description
Vol. 6, No. 26