La integración escolar del alumnado con necesidades educativas especiales en el municipio Caroní de Venezuela
- Autores: María Ernestina Viloria Carrillo
- Directores de la Tesis: María Luisa Pérez Cabaní (dir. tes.), Ibis Marlene Álvarez Valdivia (dir. tes.)
- Lectura: En la Universitat de Girona ( España ) en 2016
- Idioma: español
- Tribunal Calificador de la Tesis: Climent Giné Giné (presid.), María Pallisera i Díaz (secret.), Ignasi Puigdellívol Aguadé (voc.)
- Programa de doctorado: Programa de Doctorado en Educación por la Universidad de Girona
- Materias:
- Enlaces
- Tesis en acceso abierto en: TDX
- Resumen
The integration of students with special educational needs from a holistic view, has to be accompanied by a quality education that ensures school culture towards inclusion, curriculum flexibility and adaptation of the didactic-methodological strategies, teacher training, support teams and architectural accessibility, among other factors necessary to achieve the academic progress of these students. Hence the importance and the challenge of approaching in the inquiry into what happened in the Venezuelan context; a specific reality as a Latin American country and underdeveloped character. To this end, we propose a project to characterize the process of school integration of students with disabilities, between 2010 and 2014, in an important region such as Venezuela's Caroni municipality of Bolivar state study. The investigation covered 93% of the schools in this territory (n = 263). The inquiry was conducted through questionnaires and interviews and triangulated analysis of the different sources of information was used. The informants were 127 professionals linked to the integration process (principals, teachers and specialists). The results showed three major deficiencies in the system: a) low proportion of students with disabilities integrated in regular school; b) institutions in the form of Special Education, a traditional conception prevailing conditions limited participation in the process of school integration of students with disabilities in regular schools and c) the main factors for proper school integration have substantial weaknesses. The study includes some suggestions to alleviate this situation. [-]
