Apoyos, técnicas y estrategias para responder a la diversidad
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Date
2021-09-02
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación es avanzar intencionalmente en la mejora
de límites específicos y la asignación de cierto contenido del modo de vida fundamental
para que los estudiantes sean individuos dinámicos en su sistema sociocultural de
referencia. Para lograr la razón expresada, la escuela necesita lograr la problemática
proporción de brindar una reacción instructiva, tanto de gran alcance como mejorada;
dando una cultura típica a todos los alumnos, que se mantenga alejada de la segregación y
las libertades inconsistentes, al mismo tiempo que atiende a sus atributos y necesidades
singulares.
Existen exigencias instructivas habituales, usuales por todos los estudiantes, que
aluden a instrucciones fundamentales para la autoconciencia y socialización, que se
comunican en el plan educativo escolar. Sin embargo, no todos los suplentes tienen un
fundamento similar y de igual manera los aprendizajes que en él se establecen, todos los
jóvenes y señoritas tienen diversos límites, intereses, ritmos, inspiraciones y encuentros
que intervienen en su ciclo de aprendizaje, haciéndolo excepcional e irrepetible para cada
situación.
La idea de variedad alude a la forma en que todos los estudiantes tienen su propio
instructivo individual explícito y deben tener la opción de llegar a los encuentros de
aprendizaje fundamentales para su socialización, cuyo cumplimiento requiere una
consideración académica individualizada. En la actualidad, solo una de cada una de las
necesidades individuales es extraordinaria, algunas necesidades singulares pueden
satisfacerse mediante una progresión de actividades que cada instructor sabe para
reaccionar ante la variedad; Darle al suplente más oportunidades de familiarizarse con
cierta sustancia, utilizar otros procedimientos o materiales instructivos, planificar
ejercicios integrales.
The objective of this research work is to advance intentionally in the improvement of specific limits and the assignment of certain content of the fundamental way of life so that students are dynamic individuals in their sociocultural reference system. To achieve the stated reason, the school needs to achieve the problematic ratio of providing both far-reaching and enhanced instructional feedback; providing a typical culture to all students, one that steers clear of segregation and inconsistent freedoms, while addressing their unique attributes and needs. There are habitual instructional demands, customary for all students, which refer to fundamental instructions for self-awareness and socialization, which are communicated in the school educational plan. However, not all substitutes have a similar foundation and in the same way the learning that is established in it, all young men and women have different limits, interests, rhythms, inspirations and encounters that intervene in their learning cycle, making it exceptional and unrepeatable for every situation. The idea of variety refers to the way in which all students have their own explicit individual instructions and must have the option of reaching the learning encounters fundamental to their socialization, the fulfillment of which requires individualized academic consideration. At present, only one of each of the individual needs is extraordinary, some unique needs can be satisfied through a progression of activities that each instructor knows to react to the variety; Give the substitute more opportunities to become familiar with a certain substance, use other procedures or instructional materials, plan comprehensive exercises
The objective of this research work is to advance intentionally in the improvement of specific limits and the assignment of certain content of the fundamental way of life so that students are dynamic individuals in their sociocultural reference system. To achieve the stated reason, the school needs to achieve the problematic ratio of providing both far-reaching and enhanced instructional feedback; providing a typical culture to all students, one that steers clear of segregation and inconsistent freedoms, while addressing their unique attributes and needs. There are habitual instructional demands, customary for all students, which refer to fundamental instructions for self-awareness and socialization, which are communicated in the school educational plan. However, not all substitutes have a similar foundation and in the same way the learning that is established in it, all young men and women have different limits, interests, rhythms, inspirations and encounters that intervene in their learning cycle, making it exceptional and unrepeatable for every situation. The idea of variety refers to the way in which all students have their own explicit individual instructions and must have the option of reaching the learning encounters fundamental to their socialization, the fulfillment of which requires individualized academic consideration. At present, only one of each of the individual needs is extraordinary, some unique needs can be satisfied through a progression of activities that each instructor knows to react to the variety; Give the substitute more opportunities to become familiar with a certain substance, use other procedures or instructional materials, plan comprehensive exercises
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Citation
Flores Ushiñahua, K. S. (2021). Apoyos, técnicas y estrategias para responder a la diversidad (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.