Liderazgo pedagógico distribuido como estrategia de mejoramiento de la educación inclusiva
The objective of this research proposal is to describe, analyze the pedagogical practices used in the support classroom and teachers in general, which benefit inclusive education in the institution. In addition, generate guidance to teachers in the application of pedagogical strategies that involve...
- Autores:
-
Adárraga Lerma, Rosa Elena
De Las Salas Ramírez, Concepción Del Carmen
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/6001
- Acceso en línea:
- https://hdl.handle.net/11323/6001
https://repositorio.cuc.edu.co/
- Palabra clave:
- Pedagogical leadership
Inclusive education
Pedagogical strategies
Distributed leadership
Liderazgo pedagógico
Educación inclusiva
Estrategias pedagógicas
Liderazgo distribuido
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | The objective of this research proposal is to describe, analyze the pedagogical practices used in the support classroom and teachers in general, which benefit inclusive education in the institution. In addition, generate guidance to teachers in the application of pedagogical strategies that involve distributed leadership for the improvement of learning in students with special educational needs of a cognitive nature, auditory and physical visual limitation. A methodology with a qualitative approach was used and as a method of investigation the Phenomenology, the techniques for data collection were Observation, Content Analysis and Semi-structured Interview and as instruments the Observation Guides, Content Analysis Matrices were used and Interview Guides. The research actors were teachers, administrators and students of the I. E. Francisco José de Caldas. The research results show weaknesses in academic processes with students with disabilities and in the infrastructure of the Institution. The causes are the particular factors of lack of knowledge of the subject by teachers and students, ignorance of the methodology to be used in the processes of inclusive education, area plans without guidelines towards this population, and lack of instruments or tools, and space physical not suitable for the care of the disabled. |
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