Educación inclusiva de estudiantes con discapacidad intelectual en el curso tercero de básica primaria John f. Kennedy I.E.D

Abstract

The research “Inclusive Education of students with Intellectual Disability in the third grade of Primary School John F. Kennedy I.E.D”, aims to appropriately strengthen the process of Inclusive Education of students with intellectual disabilities in the third grade of primary school in accordance with Decree 1421 of 2017, which regulates educational care for the disabled population. To do this, we began by knowing the perception that the educational community has regarding the current Inclusive Education process, then analyzing the existing institutional documents about the Inclusive Education process and its articulation with the practices that are carried out in the Institution and, finally, design a pedagogical proposal that will respond to the problem. This research is a qualitative approach of action research type; the instrument used was the semi-structured open- ended interview, applied to 3 managers, 11 primary teachers and three parents of students with intellectual disabilities at the John F. Kennedy school, morning shift. Total or partial ignorance was found from the concept of educational inclusion, contrasted with some theorists to the care route for the population with disabilities that appears in the decree that regulates care for the population with disabilities. Therefore, a pedagogical proposal consisting of two parts was designed. The first part about inclusion and legislation, based on decree 1421; the second on pedagogical practices considering Johnson, & Johnson's Cooperative Learning, which will surely improve the attention of students with intellectual disabilities in the classroom. The consolidation of the two parts of the pedagogical proposal will account for the purposes set out in this investigation.