El aprendizaje del área de personal en niños con retardo mental
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Date
2020-02-13
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El trabajo de investigación estudia el adelanto de las diferentes ciencias inherentes al campo de retardo mental- discapacidad
intelectual, ha permitido poner en atención prioritaria a la educación de niños y
adolescentes, que aun estando en el sistema, no recibían una educación acorde a sus
necesidades de desarrollo y aprendizaje.
La persona con retardo mental- discapacidad intelectual, muchas veces no presentan
signos mayores en los primeros años de su vida, y es en la escuela, donde se puede detectar
signos de alarma, al no aprender, a pesar de contar el aula con las mismas condiciones de
aprendizaje, en relación a los demás niños.
Cuando el niño con retardo mental presenta problemas asociados y no son tratados
de manera oportuna, los niños y adolescentes van formando conductas inadecuadas que
dificulta el proceso de adaptación en el aula.
El área Personal, es en otras palabras, el de sentirnos satisfechos con los logros
alcanzados, el de sentirnos bien con nosotros mismos y la satisfacción que nos procura
nuestros actos; dependerá en nuestros niños con retardo mental, del nivel de aceptación,
del grado de atención y de las condiciones de una vida afectiva y de atención a sus
necesidades, por parte de su familia y del CEBE en su oportunidad.
Una de las principales herramientas del docente y del equipo multidisciplinario del
CEBE, es tener a la mano el currículo de Educación Inicial porque se encuentra
el área Personal Social y las Rutas del Aprendizaje (Minedu, 2015) por su
información sobre las competencias a lograr en los niños y la propuesta de estrategas a
trabajar; así como la Guía de planificación curricular para Educación Básica Especial para
su proceso de adaptación curricular.
The research work studies the advancement of the different sciences inherent to the field of mental retardation-disability intellectual, has made it possible to give priority attention to the education of children and adolescents, who even being in the system, did not receive an education according to their developmental and learning needs. The person with mental retardation-intellectual disability, many times do not present major signs in the first years of his life, and it is at school, where it can be detected warning signs, by not learning, despite having the classroom with the same conditions of learning relative to other children. When the child with mental retardation presents associated problems and they are not treated in a timely manner, children and adolescents form inappropriate behaviors that hinders the process of adaptation in the classroom. The Personal area, in other words, is to feel satisfied with the achievements achieved, that of feeling good about ourselves and the satisfaction that it gives us our acts; will depend on our children with mental retardation, the level of acceptance, of the degree of attention and the conditions of an affective life and attention to their needs, by his family and the CEBE at his opportunity. One of the main tools of the teacher and the multidisciplinary team of the CEBE, is to have the Initial Education curriculum at hand because it is the Personal Social area and the Learning Routes (Minedu, 2015) for its information on the skills to be achieved in children and the proposal of strategies to to work; as well as the Curriculum Planning Guide for Special Basic Education for its process of curricular adaptation.
The research work studies the advancement of the different sciences inherent to the field of mental retardation-disability intellectual, has made it possible to give priority attention to the education of children and adolescents, who even being in the system, did not receive an education according to their developmental and learning needs. The person with mental retardation-intellectual disability, many times do not present major signs in the first years of his life, and it is at school, where it can be detected warning signs, by not learning, despite having the classroom with the same conditions of learning relative to other children. When the child with mental retardation presents associated problems and they are not treated in a timely manner, children and adolescents form inappropriate behaviors that hinders the process of adaptation in the classroom. The Personal area, in other words, is to feel satisfied with the achievements achieved, that of feeling good about ourselves and the satisfaction that it gives us our acts; will depend on our children with mental retardation, the level of acceptance, of the degree of attention and the conditions of an affective life and attention to their needs, by his family and the CEBE at his opportunity. One of the main tools of the teacher and the multidisciplinary team of the CEBE, is to have the Initial Education curriculum at hand because it is the Personal Social area and the Learning Routes (Minedu, 2015) for its information on the skills to be achieved in children and the proposal of strategies to to work; as well as the Curriculum Planning Guide for Special Basic Education for its process of curricular adaptation.
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Citation
Gonzales Cardenas, Y. R. (2020). El aprendizaje del área de personal en niños con retardo mental (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.