Inclusión educativa para personas con discapacidad en la Institución Orestes Sindici del municipio de Itagüí- Antioquia
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Date
2023-05
Authors
Montoya -Estrada, Juan Esteban
Advisors
Rodríguez Rivera, Hamilton Eduardo
Editors
Journal Title
Journal ISSN
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Publisher
Corporación Universitaria Minuto de Dios
Type
Thesis
Rights
Abstract
Se buscó definir las percepciones y acciones sobre Inclusión Educativa para personas con discapacidad de los docentes encargados de esta temática en la Institución Orestes Sindici del Municipio de Itagüí- Antioquia. Para lo cual se optó por un enfoque cualitativo, donde se pudieron identificar, describir y proponer lo componentes relacionados con la Inclusión Educativa de personas con discapacidad; por lo que este ejercicio se inscribió en la tipología exploratoria, con el fin de conocer el fenómeno planteado como objeto de estudio. En esa línea se utilizaron los métodos narrativos y más precisamente, las entrevistas. Con estas se recolecto
información de fuentes primarias y se acompañó de la técnica de análisis de contenido para el procesamiento de dicha información recolectada. En dicho proceso se abordaron los docentes que lideran las estrategias de atención para población en el colegio, se trascribieron las entrevistas, y se procedió a analizarlas. Finalmente, se concluye que hay percepciones valiosas y acciones ejemplares que deben ser fortalecidas, sin embargo, se contempla que el compromiso debe ampliarse por parte de la planta profesoral, y no sólo como labor de la institución, sino como una labor desde otros actores del sector educativo.
It sought to define the perceptions and actions on Educational Inclusion for people with disabilities of the teachers in charge of this subject at the Orestes Sindici Institution of the Municipality of Itaguí- Antioquia. For which a qualitative approach was chosen, where the components related to the Educational Inclusion of people with disabilities could be identified, described and proposed; Therefore, this exercise was inscribed in the exploratory typology, in order to know the phenomenon proposed as the object of study. In this line, narrative methods and more precisely, interviews were used. With these, information was collected from primary sources and was accompanied by the content analysis technique for the processing of said information collected. In this process, the teachers who lead the attention strategies for the population in the school were approached, the interviews were transcribed, and they were analyzed. Finally, it is concluded that there are valuable perceptions and exemplary actions that must be strengthened, however, it is contemplated that the commitment must be expanded by the faculty, and not only as a work of the institution, but as a work from other actors of the education sector.
It sought to define the perceptions and actions on Educational Inclusion for people with disabilities of the teachers in charge of this subject at the Orestes Sindici Institution of the Municipality of Itaguí- Antioquia. For which a qualitative approach was chosen, where the components related to the Educational Inclusion of people with disabilities could be identified, described and proposed; Therefore, this exercise was inscribed in the exploratory typology, in order to know the phenomenon proposed as the object of study. In this line, narrative methods and more precisely, interviews were used. With these, information was collected from primary sources and was accompanied by the content analysis technique for the processing of said information collected. In this process, the teachers who lead the attention strategies for the population in the school were approached, the interviews were transcribed, and they were analyzed. Finally, it is concluded that there are valuable perceptions and exemplary actions that must be strengthened, however, it is contemplated that the commitment must be expanded by the faculty, and not only as a work of the institution, but as a work from other actors of the education sector.
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Keywords
Inclusión, educación inclusiva, discapacidad, Inclusion, inclusive education, disability