Política de inclusión de niños con necesidades educativas especiales: caso colegio Distrital Murillo de Barranquilla

This research was defined as a qualitative case study and aims to describe, understand and construct a sense about the dynamics of the policy of inclusion of Children with Special Educational Needs in the Primary Basic of District School Murillo. It was based on the theoretical references of social constructionism, the theory of reasoned action, the modularization theory of Annette Karmiloff Smith and the human development approaches of Almonte and Montt. Methodologically, two techniques were developed for data collection: a Characterization and a Discussion Group, which were applied to managers, teachers, parents and students. The results indicate that the policy of inclusion in the Educational Institution cited is not part of the representational and reproductive collection of the educational community since at the level of the Rectory of the Institution the processes and procedures have not been implemented from the Institutional Educational Project (PEI ), to guide the implementation of the inclusion policy. The educational establishments present in their rationalities convergences and divergences that allow to understand the dynamics of the policy of inclusion in the investigated institution

• Autores: Carrillo Castro, Sonia Patricia
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2017
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/96
• Acceso en línea: https://hdl.handle.net/11323/96; https://repositorio.cuc.edu.co/
• Palabra clave: Políticas; Inclusión; Educación especial; Inclusion policies; Special educational; Educational community
• Rights: openAccess
• License: Atribución – No comercial – Compartir igual