Examinando por Autor "Casallas Fautoque, Cindy Katherinne"
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- ÍtemDiferentes pero iguales: una propuesta de intervención disciplinar para la inclusión en el aula(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Casallas Fautoque, Cindy Katherinne; Montoya Mogollón, Diana Carolina; Rodríguez Pérez, María VictoriaThe Ricaurte educational institution is located in the municipality of Soacha, Cundinamarca. It receives in its classrooms a big percentage of students with different types of disability (physical, motor, cognitive, sensory) who develop and carry out their academic process in the regular classroom; This implies a great challenge for the educational community in terms of generating inclusive processes, from access, mobility, curricular adaptations and also, in an aspect that is less paid attention, coexistence with their peers. So the strategy arose Different but equal: A proposal for disciplinary intervention for inclusion in the classroom, designed to recognize disability as one of the many characteristics that make up the "regular" space and to think of inclusion as an opportunity to enrich the processes not only of the population with disabilities but of the educational community in general. And so, there is the intervention strategy called "Walk awhile in my shoes" to be developed with boys and girls of the first cycle of the I.E. Ricaurte, Future headquarters, their families and primary school teachers with the purpose of generating playful experiences that strengthen the union of group from the disability and the inclusion of students, in which inclusion is recognized as part of everyday life, the creativity is promoted through the development of tools that support their peers and strengthen ties of empathy among members of the educational community, all of them with the knowledge of what disability is, types and characteristics from the experiential and in this way, promote collaborative work to improve coexistence. This proposal is argued by authors such as Blanco, UNESCO, Huizinga, Jiménez, Sarlé, Vygotsky, who address the three important categories: Educational inclusion; Play and didactic and Collaborative work, zone of nearby development and constructivism, who underpin the 5 advances in educational inclusion, the importance of subjects who develop in different contexts, in addition, they highlight the importance of play in the development of human life, as it helps socialization, learning and inclusive processes; They also maintain the importance of promoting meaningful learning, mediated by peer collaboration with teachers as mentors. This document also works with a methodological design of action research with a qualitative approach because it is a social event, which is observed, studied and alternatives are proposed that can improve the problem described, where different subjects are involved and these in turn are mediated by the contexts in which they operate.
- ÍtemManos que hablan: Reconocimiento del aprendizaje, participación y permanencia de la población sorda de la Institución Educativa Ricaurte a partir de los imaginarios sociales de la comunidad de aprendizaje(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Casallas Fautoque, Cindy Katherinne; Montoya Mogollón, Carolina; Navarro Ortiz, Laura Gineth; Yazzo Zambrano, María AngelicaThis thesis project analyzes the learning, participation and permanence of the deaf population of the Institución Educativa Ricaurte, located in commune 6, Soacha, Cundinamarca, which has a deaf care program, being the only municipality with this feature. From the narrative inquiry the voices of the different actors of the learning community are collected: deaf students and listeners, deaf teachers and listeners, interpreters, linguistic models, managers and at the same time with the eyes of deaf professionals who from their experiences contribute to the strengthening of this program from the recognition of the social imaginaries from which each of the actors approach inclusive education, as it recognizes deaf people, their interaction with them and the relationship with teaching-learning.