Problemática sociocultural de los niños con necesidades educativas especiales
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Date
2020-12-23
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Publisher
Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación fue las necesidades educativas especiales como problema social, está latente hoy como
hace décadas, incluso hoy con mayor fuerza, la investigación realizada se ha elaborado con
el objetivo principalmente de mejorar el trabajo del docente, así como actualizar su
entendimiento.
Los niños con necesidades educativas especiales están constituidos por aquellos
grupos de niños con o sin discapacidad, que por su condición requieren una atención
educativa focalizada y pensada en su integración e inclusión a grupos de iguales, que les
permita interactuar, educar y formarse en mejores condiciones de atención por parte del
docente y la institución educativa.
Esta condición de NEE de niños con o sin discapacidad, han sufrido a través de la
historia; la no aceptación desde sus propios padres, de la comunidad e incluso de la escuela
al considerarlos como niños y niñas con nulas o pocas posibilidades de mejora y más aún
frente a los aprendizajes.
Los diversos acuerdos nacionales e internacionales, han permitido dar un trato más
inclusivo a los niños con NEE, permitiendo políticas educativas que responda a la mejora
de la atención, integración e inclusión no solo en el ámbito educativo, sino también en el
ámbito social y laboral, aunque a la fecha esta situación de marginación aún recobra
presencia en todo ámbito social.
Las primeras experiencias de los docentes con niños con necesidades educativas
especiales en el campo de la educación básica regular; es el nivel de Educación Inicial y
donde se conoce más acerca de este tema, por la inserción del niño a aulas inclusivas; es
también el primer espacio escolar donde se empieza a dar seguimiento a los niños que
necesitan de esta vigilancia, por ello el docente debe de tener presente que este primer
enlace que los niños tienen con la escuela, debe vivirla de manera efectiva para que motive
su crecimiento y aprendizaje.
Los niños con necesidades educativas espaciales urgen del apoyo de todos aquellos
que están involucrados en su desarrollo y atención, por otro lado, tampoco debemos caer
en el exceso de cuidados, siendo este un gran error que frecuentemente se comete y es más
marcado en el caso de los padres, tampoco el docente está exento de cometerlo; el
minimizar las capacidades del niño espacial o considerarlo incapaz de asumir ciertas
actividades no permitirá logros en su autonomía y confianza personal. Mas, al contrario,
con este comportamiento el pequeño se sentirá dependiente, inseguro y temeroso,
afectando su estadía en la institución educativa y su integración en la comunidad.
Los conocimientos que tengamos sobre las necesidades educativas especiales serán
de gran provecho para otorgar a los niños un mejor apoyo y buen rendimiento en su
aprendizaje; en tanto su desconocimiento posiblemente acarrea consecuencias negativas
para el docente y para el niño, siendo el infante el más afectado. Por lo tanto, un esfuerzo
por descubrir más acerca de su problemática y con más información que podamos juntar
ayudara a comprender de manera objetiva la situación y contribuirá con encontrar las
herramientas adecuadas para actuar con prudencia, de la mejor manera posible y diseñar
las estrategias de intervención eficaces que empoderen el aprendizaje de los alumnos con
necesidades educativas especiales.
The objective of this research work was the special educational needs as a social problem, it is latent today as decades ago, even today with greater force, the research carried out has been elaborated with the main objective of improving the work of the teacher, as well as updating their understanding. Children with special educational needs are made up of those groups of children with or without disabilities, who due to their condition require special attention education focused and designed for their integration and inclusion in peer groups, which allows interaction, education and training in better conditions of care by the teacher and educational institution. This condition of SEN of children with or without disabilities, have suffered through the history; non-acceptance from their own parents, the community and even the school considering them as boys and girls with little or no chance of improvement and even more versus learning. The various national and international agreements have made it possible to give more inclusive to children with SEN, allowing educational policies that respond to the improvement care, integration and inclusion not only in the educational field, but also in the social and labor field, although to date this situation of marginalization still recovers presence in all social spheres. The first experiences of teachers with children with educational needs special in the field of regular basic education; is the level of Initial Education and where more is known about this topic, by the inclusion of the child in inclusive classrooms; it is also the first school space where they begin to monitor children who need this surveillance, so the teacher must keep in mind that this first link that children have with school, they must live it effectively so that it motivates their growth and learning. Children with spatial educational needs urgently need the support of all those that are involved in its development and care, on the other hand, we should not fall in the excess of care, this being a great mistake that is frequently made and is more marked in the case of parents, neither is the teacher exempt from committing it; the minimize the capacities of the spatial child or consider him incapable of assuming certain activities will not allow achievements in their autonomy and personal confidence. But, on the contrary, with this behavior the child will feel dependent, insecure and fearful, affecting their stay in the educational institution and their integration in the community. The knowledge we have about special educational needs will be of great benefit to give children better support and good performance in their learning; while its ignorance possibly has negative consequences for the teacher and for the child, with the infant being the most affected. Therefore, an effort to discover more about your problem and with more information that we can gather It will help to objectively understand the situation and will contribute to finding the adequate tools to act prudently, in the best possible way and to design effective intervention strategies that empower the learning of students with Special educational needs.
The objective of this research work was the special educational needs as a social problem, it is latent today as decades ago, even today with greater force, the research carried out has been elaborated with the main objective of improving the work of the teacher, as well as updating their understanding. Children with special educational needs are made up of those groups of children with or without disabilities, who due to their condition require special attention education focused and designed for their integration and inclusion in peer groups, which allows interaction, education and training in better conditions of care by the teacher and educational institution. This condition of SEN of children with or without disabilities, have suffered through the history; non-acceptance from their own parents, the community and even the school considering them as boys and girls with little or no chance of improvement and even more versus learning. The various national and international agreements have made it possible to give more inclusive to children with SEN, allowing educational policies that respond to the improvement care, integration and inclusion not only in the educational field, but also in the social and labor field, although to date this situation of marginalization still recovers presence in all social spheres. The first experiences of teachers with children with educational needs special in the field of regular basic education; is the level of Initial Education and where more is known about this topic, by the inclusion of the child in inclusive classrooms; it is also the first school space where they begin to monitor children who need this surveillance, so the teacher must keep in mind that this first link that children have with school, they must live it effectively so that it motivates their growth and learning. Children with spatial educational needs urgently need the support of all those that are involved in its development and care, on the other hand, we should not fall in the excess of care, this being a great mistake that is frequently made and is more marked in the case of parents, neither is the teacher exempt from committing it; the minimize the capacities of the spatial child or consider him incapable of assuming certain activities will not allow achievements in their autonomy and personal confidence. But, on the contrary, with this behavior the child will feel dependent, insecure and fearful, affecting their stay in the educational institution and their integration in the community. The knowledge we have about special educational needs will be of great benefit to give children better support and good performance in their learning; while its ignorance possibly has negative consequences for the teacher and for the child, with the infant being the most affected. Therefore, an effort to discover more about your problem and with more information that we can gather It will help to objectively understand the situation and will contribute to finding the adequate tools to act prudently, in the best possible way and to design effective intervention strategies that empower the learning of students with Special educational needs.
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Citation
Dávila Valdivieso, C. R. Problemática sociocultural de los niños con necesidades educativas especiales (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.