Sistema de gestión escolar para la atención de estudiantes con necesidades educativas especiales en ambientes de aprendizajes regulares
Inclusive education is gaining increasing relevance in the international community, fostering safe and inclusive environments that ensure relevant and effective learning. In the District of Barranquilla, the processes of inclusion within the educational system are becoming more tangible, along with...
- Autores:
-
Mendoza Méndez, Eder de Jesús
Morales Aja, Brenda Mercedes
Marín González, Freddy
- Tipo de recurso:
- Fecha de publicación:
- 2024
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/13849
- Acceso en línea:
- https://hdl.handle.net/11323/13849
- Palabra clave:
- School inclusion
Educational management
Regular learning environments
Management system
SEN
Inclusión escolar
Gestión educativa
Ambiente regulares de aprendizajes
Sistema de gestión
NEE
- Rights
- openAccess
- License
- Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
| Summary: | Inclusive education is gaining increasing relevance in the international community, fostering safe and inclusive environments that ensure relevant and effective learning. In the District of Barranquilla, the processes of inclusion within the educational system are becoming more tangible, along with the difficulties and setbacks. Therefore, the research aims to design an educational management system for the inclusion of students with special educational needs (SEN) that contributes to strengthening their admission, monitoring, and retention within regular classrooms. To achieve this purpose, a methodological system was deployed under a rationalist epistemological approach, resulting in a rationalist-critical paradigm, a mixed research approach with a phased systemic research design, structured in three stages: the first theoretical stage was carried out through a literature review and content analysis that enabled the foundation of the concepts of educational management, inclusion, and learning in the context of SEN. The second empirical phase was deployed through the approach and data collection from the educational actors at IED Nuestra Señora de las Nieves, and the third propositional phase led to the design and validation of the management system. The expected results are associated with the relationship between the variables of educational management and inclusion, and the different characterizations presented by students with SEN. Based on the institutional context, a care route is proposed that contributes to educational management and the strengthening of students with special educational needs |
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