scholarly journals COMPETENCIAS DOCENTES EN LA APLICACION DE ESTRATEGIASDE INTERVENCION DE AULA DURANTE EL PROCESO DE ENSENANZA-APRENDIZAJE PARA UNA EDUCACION INCLUSIVA Y CON CALIDAD: RESULTADOS PRELIMINARES

2021 ◽  
Vol 9 (06) ◽  
pp. 455-463
Author(s):  
Vilma Jones Soutt ◽  
Keyword(s):  
Costa Rica ◽  
Regular Education ◽  
Public Institutions ◽  
Quality Education ◽  
Curriculum Management ◽  
Special Educational Needs ◽  
Lack Of Information ◽  
Mixed Approach ◽  
Teaching Learning ◽  
Alternative Activities

Despite the fact that in recent years there has been much talk of the topic of inclusion in education in Costa Rica, there are still concerns and complaints by teachers of regular education with respect to the lack of information and guidelines that clarify their responsibilities in the process of inclusion. To attend to pupils with or without special educational needs in the regular classroom, it is a great challenge for these because it must comply with the curricular goals proposed, and implemented, various methodological strategies for a curriculum management of quality that, at times, is affected by the collective diversity. Therefore, with the aim of analyzing the competencies of teachers in the implementation of intervention strategies in the classroom during the teaching-learning process for an inclusive and quality education in the educational system of Costa Rica, an investigation was made of mixed approach, with the participation of 385 teachers of I - II Cycle, III Cycle, and Education Diversified belonging to public institutions. Between the preliminary results quantitative has been able to identify that 85% of the teachers agree that the use of alternative activities level of complexity is appropriate for the students progress in the development of their skills, also a 92% also state that to apply methodological strategies adapted for the pedagogical mediation depending on the skills, promotes inclusive practices.

scholarly journals A inclusão do aluno com deficiência visual: uma análise preliminar no município de São Sebastião da Amoreira – PR / Inclusion of visual deficiency students: a preliminary analysis in the municipality of São Sebastião da Amoreira - PR

2018 ◽  
Vol 28 (54) ◽  
pp. 588-597
Author(s):  
Suellen Jane Correia ◽  
Eloiza Cristiane Torres
Keyword(s):  
Preliminary Analysis ◽  
Regular Education ◽  
Initial Training ◽  
Special Educational Needs ◽  
Teaching Resources ◽  
Tactile Maps ◽  
Visually Impaired Students ◽  
Tactile Mapping ◽  
Education Network ◽  
Teaching Learning

Os recursos didáticos são abordados frequentemente pelo campo docente, pois são responsáveis em promover o processo de ensino aprendizagem dos alunos. Porém, cabe ao educador diversificar constantemente para atender a demanda em sala de aula. Já que, nenhum aluno aprende igual ao outro, cada um possui a sua singularidade, especialmente aqueles com necessidades educativas especiais. Assim, o objetivo central se baseou em compreender se os recursos cartográficos táteis estão sendo utilizados na rede regular de ensino, e como os professores lidam com os alunos com deficiência visual em suas disciplinas, mais especificamente nas aulas de geografia. Portanto, concluímos que realidade é tumultuosa os docentes sentem retraídos em lidar com os alunos com NEE, por inúmeros motivos citados por eles mesmo em entrevista como: formação inicial fragilizada, jornadas exaustivas, escassez de materiais para a confecção do recurso, carência de cursos de capacitação para os profissionais se prepararem para atender estes alunos. Portanto, todos esses apontamentos fazem com que os alunos sejam prejudicados no processo de ensino aprendizagem, afim de sanar este problema, espera-se mostrar aos professores ideias para inserir esse recurso em sala de aula, diminuindo assim o uso dos métodos descritivos e repetitivos com esses alunos.Palavras Chaves: Mapas Táteis; Inclusão; Recursos Didáticos.Abstract:The teaching resources are often addressed by the teaching field, as they are responsible for promoting the process of teaching students' learning. However, it is up to the educator to constantly diversify to meet the demand in the classroom. Since, no student learns the same as the other, each one has its singularity, especially those with special educational needs. Thus, the central objective was to understand whether tactile mapping resources are being used in the regular education network, and how teachers deal with visually impaired students in their subjects, more specifically in geography classes. Therefore, we conclude that reality is tumultuous teachers feel withdrawn in dealing with students with SEN, for many reasons cited by them even in an interview such as: initial training fragilized, exhaustive days, shortage of materials for the making of the resource, lack of courses of professionals to prepare to serve these students. Therefore, all these notes cause students to be harmed in the teaching-learning process, in order to solve this problem, it is hoped to show teachers ideas to insert this resource in the classroom, thus reducing the use of descriptive and repetitive methods with these students.Keywords: Tactile Maps; Inclusion; Didactic resources.  

scholarly journals Perspectives on Socio-Educational Inclusion of Children with Special Educational Needs

2022 ◽  
Author(s):  
Romana Oneț
Keyword(s):  
Human Rights ◽  
International Organizations ◽  
Regular Education ◽  
Educational Needs ◽  
Opinion Poll ◽  
Special Educational Needs ◽  
Mainstream Education ◽  
Learning Programs ◽  
Teaching Learning ◽  
Educational Inclusion

The socio-educational inclusion of children with special educational needs is an insufficiently explored topic in Romania, despite the fact that we are part of many international organizations that support human rights and an increasing number of nationally ratified conventions. This paper aims to capture the perception and attitude of teachers on the rights and possibilities of these children to integrate into mainstream education, identifying obstacles and possible solutions. The study was conducted through an opinion poll and a focus group with the participation of teachers from mainstream education units.The main conclusions show that regular education will not be able to integrate children with special educational needs, in the absence of differentiated teaching/ learning, programs and assessments tailored to the specifics of each child, a thorough training of teachers and support of specialized staff, parents and community.

scholarly journals A escola específica ou a regular?

2021 ◽  
Vol 3 (4) ◽  
pp. 2501-2509
Author(s):  
Khatlen Evelyn Queiroz Oliveira ◽  
Denilson Diniz Pereira
Keyword(s):  
Students With Disabilities ◽  
Regular Education ◽  
People With Disabilities ◽  
Educational Services ◽  
Special Educational Needs ◽  
Learning And Development ◽  
Resource Room ◽  
Practical Action ◽  
Effective Learning ◽  
Teaching Learning

Resumo Estamos em um momento social e político onde a pauta inclusão escolar de alunos com necessidades educacionais especiais na rede regular de ensino esta sendo debatido de forma ativa, devendo a mesma ser uma ação prática e um direito garantido. A lei é clara quanto à obrigatoriedade da matrícula independente de sua deficiência e a garantia de sala de recurso multifuncional (SRM) para o desenvolvimento do atendimento educacional especializado (AEE), garantindo currículo, método, técnicas, recursos educacionais e organização específica para as pessoas com deficiência. Devido às políticas publicas alguns pais ficam receosos em matricular seus filhos em uma escola regular ou específica, pois, em sua maioria as escolas amazônicas não possuem condições efetivas de aprendizagem e desenvolvimento para as pessoas com deficiência. Nesta perspectiva, conduzimos o leitor a refletir qual seria a escola adequada para a inserção de alunos com deficiência? De forma a torná-lo independente e participante de um grupo social que possa assim desenvolver suas habilidades no processo de ensino-aprendizagem.   ABSTRACT We are in a social and political moment where the issue of school inclusion for students with special educational needs in the regular education system is being actively discussed, and it should be a practical action and a guaranteed right. The law is clear as to the mandatory enrollment regardless of disability and the guarantee of a multipurpose resource room (SRM) for the development of specialized educational services (AEE), ensuring curriculum, method, techniques, educational resources and specific organization for people with disabilities. Due to public policies, some parents are afraid to enroll their children in a regular or specific school, because, most of the Amazon schools do not have effective learning and development conditions for people with disabilities. From this perspective, we lead the reader to reflect on what would be the appropriate school for the insertion of students with disabilities? In order to make them independent and participate in a social group that can thus develop their abilities in the teaching-learning process.  

scholarly journals Domestic factors that constraint ecuadorian export performances

2021 ◽  
Vol 5 (38) ◽  
pp. 17-32
Author(s):  
Manuel Ruvin Quiñónez Cabeza ◽  
Luisa Nicole Quiñónez Caicedo ◽  
Karla Haydeé Ortiz Palafox ◽  
Olmedo Gregorio Farfán González
Keyword(s):  
Growth Rate ◽  
Central Bank ◽  
Structured Interview ◽  
Public Institutions ◽  
Interview Data ◽  
Inductive Method ◽  
Economic Area ◽  
Percentage Share ◽  
Mixed Approach

Exports play an important role in Ecuador, the income from these contributes to the growth of the economy. This research aims to describe the national factors that limit the performance of Ecuadorian exports. The research was carried out under the inductive method, of an exploratory type with a mixed approach and descriptive scope; the techniques used were the documentary review and semi-structured interview. Data provided by the Central Bank of Ecuador were taken on the growth rate of goods exports and the percentage share of the destinations of goods exports by continent, economic area and country during 2015-2020. The results showed that exports fluctuated and lost competitiveness during the analyzed period. In conclusion, the performance of exports is limited by national factors related to the policies and management of public institutions and procedures.

scholarly journals Assessment of the Educational Process for Risk Management in the Canton Santo Domingo de Heredia, Costa Rica

2021 ◽  
Vol 2 (3) ◽  
pp. 63-66
Author(s):  
Mario Fernández Arce ◽  
Marianela González ◽  
Silvia Camacho
Keyword(s):  
Risk Management ◽  
Elementary Schools ◽  
Costa Rica ◽  
The State ◽  
Educational Process ◽  
Public Institutions ◽  
Risk Prevention ◽  
National Commission ◽  
Santo Domingo ◽  
Training Activities

The educational process for Risk Management (GR) in the canton Santo Domingo de Heredia was evaluated by investigating the training activities carried out by different entities. These entities are: The National Commission for Risk Prevention and Emergency Attention (CNE), the Municipal Emergency Committee, 8 district emergency committees, Emergency Committees of public institutions and 8 elementary schools, one per district. In the studied area there are hazards and vulnerabilities that demand proper education in order to manage efficiently the probability of human and material loses. The educational process for risk management has been carried out in the chosen zone but its level or depth is unknown. The purpose of this work is to find out the state of education to prevent disaster or emergencies and improve its weak aspects. To obtain the required information, seven instruments (questionnaires) were applied to the following key actors: an official of CNE, the coordinators of Brigade or Committees of Emergency (4 different questionnaires), and finally the person who teaches about natural and technological events in each one of the selected schools. According to results, the population of Santo Domingo has not been adequately trained to properly face the dangers and reduce the vulnerability of the canton.

scholarly journals The ICT and New Scenarios for Diversity

2020 ◽  
Vol 5 (3) ◽  
pp. p1
Author(s):  
José Manuel Salum Tomé, PhD.
Keyword(s):  
Educational System ◽  
Learning Process ◽  
New Technologies ◽  
Social Institution ◽  
Educational Needs ◽  
Special Educational Needs ◽  
New Knowledge ◽  
Teaching Learning

Research is a process aimed at seeking new knowledge, in this case, it will seek to find alternative ways in the field of new technologies that serve to support special educational needs. Society demands these technological contributions to solve problems and allow man to work with greater ergonomics; the school, a social institution, also needs these resources so that all students can build a functional and meaningful teaching-learning process. The Educational System proposes an education that meets the educational needs of all students; and from these pages it is intended that new technologies are a way of supporting that attend to diversity.

scholarly journals Perceção dos professores do 1o CEB, relativamente ao decreto-lei 54/2018 sobre a educação inclusiva

2019 ◽  
Vol 20 ◽  
pp. 702-713
Author(s):  
Sónia Leite ◽  
Diana Brás
Keyword(s):  
Special Education ◽  
Regular Education ◽  
Educational Needs ◽  
Target Audience ◽  
International Classification ◽  
Economic Factors ◽  
Special Educational Needs ◽  
Over Time ◽  
The Way

Resumo As sociedades têm, ao longo dos tempos, desenvolvido práticas e conceitos diversos face ao que consideram como “o diferente”. A forma como as pessoas “diferentes” têm sido encaradas em diversos momentos históricos traduz, de alguma forma, fatores de ordem social, cultural, religiosa e económica, próprios das diversas épocas (Pereira, 1999). Na última década, foram introduzidas mudanças significativas no apoio a prestar aos alunos com Necessidades Educativas Especiais (NEE) pelas escolas do ensino regular. O Decreto-Lei no 3/2008, de 7 de Janeiro veio revogar o Decreto-Lei no 319/91, de 23 de Agosto, o qual determina os apoios especializados a prestar aos alunos com NEE. Este diploma gerou muita controvérsia por parte dos investigadores nacionais, por limitar o público-alvo de apoios especializados e defender um modelo de avaliação das NEE por referência à Classificação Internacional de funcionalidade, incapacidade e saúde (CIF). Uma década depois, o diploma que regulamenta a Educação Especial foi novamente revisto, tendo surgido o Decreto-Lei 54/2018. Através de um questionário com questões abertas e fechadas foi nosso intuito obter informação relativamente à perspetiva dos professores de ensino regular acerca da inclusão de alunos com NEE nas salas de ensino regular e às alterações previstas no novo Decreto-Lei que regulamenta a Educação Especial e os apoios a prestar a estes alunos.Palavras-chave: Educação Especial, Necessidades Educativas Especiais, Decreto-Lei Abstract Societies have, over time, developed diverse practices and concepts in relation to what they consider as "the different". The way in which "different" people have been viewed at various historical moments translates in some way into social, cultural, religious and economic factors characteristic of the various eras (Pereira, 1999). In the last decade, significant changes have been introduced in support for pupils with Special Educational Needs (SEN) in regular schools. Decree- Law no. 3/2008, of 7 January, revoked Decree-Law no. 319/91, of 23 August, which determines the specialized support to be provided to students with SEN. This diploma generated much controversy on the part of the national researchers, for limiting the target audience of specialized supports and to defend a model of evaluation of the SEN with reference to the International Classification of functionality, incapacity and health (CIF). A decade later, the diploma that regulates Special Education was again revised, and Decree-Law 54/2018 emerged. Through a questionnaire with open and closed questions, it was our intention to obtain information regarding the perspective of teachers of regular education about the inclusion of students with SEN in the regular teaching rooms and the changes provided for in the new Decree- Law that regulates Special Education and the support to these students.Keywords: Special Education, Special Educational Needs, Decree-Law

scholarly journals DIAGNÓSTICO SOBRE LA GESTIÓN Y ADMINISTRACIÓN CURRICULAR DE LA SEDE INTERUNIVERSITARIA DE ALAJUELA, UNIVERSIDAD NACIONAL, COSTA RICA

1969 ◽  
Vol 6 (2) ◽  
pp. 64-86
Author(s):  
Cynthia González-Jiménez
Keyword(s):  
Higher Education ◽  
Resource Management ◽  
Costa Rica ◽  
Educational Administration ◽  
State Universities ◽  
Curriculum Management ◽  
Task Delegation ◽  
Educational Curriculum ◽  
University Curriculum ◽  
National University

El propósito de esta investigación es describir los procedimientos que se utilizan en la Sede de la Universidad Nacional de Costa Rica, ubicada en la provincia de Alajuela, para llevar a cabo la gestión curricular y administración educativa. Caracterizar a grandes rasgos la administración de recursos, delegación de tareas y eficacia en la resolución de las mismas, que lleva a cabo la Universidad Nacional en este centro donde debe compartir con otras tres universidades estatales. AbstractThe purpose of this research is to describe the procedures used at the headquarters of the National University of Costa Rica, located in the province of Alajuela, to conduct educational curriculum management and administration. Broadly characterize resource management, task delegation and effectiveness in solving them, which conducts the National University in the center where you share with three other state universities. Keywords: educational administration; curriculum management; university curriculum; higher education.

scholarly journals Kontribusi Kepala Sekolah Sebagai Manajer untuk Meningkatkan Mutu Pendidikan Di MTs Negeri Kanigoro Kras Kediri

2019 ◽  
Vol 2 (1) ◽  
pp. 78-93
Author(s):  
Makhromi Makhromi ◽  
Mahbub Budiono
Keyword(s):  
National Curriculum ◽  
Quality Education ◽  
Quality Of Education ◽  
Limiting Factor ◽  
Curriculum Management ◽  
Teacher Competency ◽  
Teachers And Students ◽  
Academic Year ◽  
Geographical Locations

The principal plays an important role in providing education in the school and is responsible for the management of education in the school. Efforts to improve the quality of education is a strategic stage in the effort to realize quality education. This study aims to describe how the principal, supporting and inhibiting factors, and the principal as a manager to improve the quality of education in MTs N Kanigoro Kras Kediri. The method used in this study is qualitative and data collection techniques in this study, namely: 1) observation, 2) interviews, 3) documentation. It was found: 1) In the management arrangements implemented by MTsN head Kanigoro Kras Kediri based on national curriculum and curriculum management as well as the results of MGMP teacher subject clusters. 2) Supporting factors for improving the quality of education in MTsN Kanigoro Kras Kediri are geographical locations that are far from coordination, shady and far from the air, teacher competency in accordance with the standards that were passed. While the limiting factor is lack of funds and infrastructure. 3) The principal's contribution to improving the quality of education in MTs N Kanigoro Kras Kediri improves the quality of teachers and students, by completing the academic year 2011/2012 students have obtained 100% and has supported increasing as much as 99.8% of students to improve to higher education. Kepala sekolah memainkan peran penting dalam memberikan pendidikan di sekolah dan bertanggung jawab atas manajemen pendidikan di sekolah. Upaya peningkatan kualitas pendidikan merupakan titik strategis dalam upaya mewujudkan pendidikan yang berkualitas. Penelitian ini bertujuan untuk mendiskripsikan bagaimana manajemen kepala sekolah, faktor pendukung dan penghambat, serta kontribusi kepala sekolah sebagai manajer untuk meningkatkan kualitas pendidikan di MTsN Kanigoro Kras Kediri. Metode yang digunakan dalam penelitian ini adalah kualitatif dan teknik pengumpulan data dalam penelitian ini, yaitu: 1) observasi, 2) wawancara, 3) dokumentasi. Ditemukan bahwa: 1) Dalam pengaturan manajemen yang diterapkan oleh kepala MTsN Kanigoro Kras Kediri didasarkan pada manajemen kurikulum dan kurikulum nasional serta hasil dari kluster mata pelajaran guru MGMP. 2) Faktor pendukung untuk meningkatkan kualitas pendidikan di MTsN Kanigoro Kras Kediri adalah lokasi geografis yang jauh dari kebisingan, suasana teduh dan jauh dari polusi air, kompetensi guru sesuai dengan standar yang disyaratkan. Sedangkan faktor penghambatnya adalah kurangnya dana dan infrastruktur. 3) Kontribusi kepala sekolah sebagai manajer untuk meningkatkan kualitas pendidikan di MTsN Kanigoro Kras Kediri meningkat dalam kualitas guru dan siswa, dengan bukti pada tahun akademik 2011/2012 siswa telah lulus 100% dan telah mampu mendorong sebanyak mungkin sebagai 99,8% siswa untuk melanjutkan ke pendidikan tinggi.

scholarly journals Digital Gap in Universities and Challenges for Quality Education: A Diagnostic Study in Mexico and Spain

2020 ◽  
Vol 12 (21) ◽  
pp. 9069
Author(s):  
Guillermo Rodríguez-Abitia ◽  
Sandra Martínez-Pérez ◽  
Maria Soledad Ramirez-Montoya ◽  
Edgar Lopez-Caudana
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Point Of View ◽  
Quality Education ◽  
Three Dimensions ◽  
Diagnostic Study ◽  
Use Of Technology ◽  
Digital Gap ◽  
Teaching Learning

The United Nations (UN) identifies four key elements as agents for change and for addressing societal challenges: education, research, innovation and leadership. The use of technology, from a pedagogical and organizational point of view, in higher education institutions has brought about new challenges. The integration of them in the teaching–learning processes has experienced a great evolution, giving way to a digital transformation and the acquisition of new skills and knowledge, thus pointing towards quality education within the framework of sustainable development objectives. This document aims to describe and analyze the ways in which seven higher education institutions, three in Spain and four in Mexico, have taken up the challenge of adopting technologies and applying them to the educational process. To this end, in-depth interviews and direct observations were carried out. The results point to three dimensions: technological, pedagogical and organizational, which shed light on the different factors that influence the choice and availability of the use of technologies. The results indicate that contextual factors play a determinant role in the ability of an institution to profit from technologies to aid the educational process and guarantee its quality.

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