Incidencia del acompañamiento de los padres o acudientes de los niños con problemas de aprendizaje pertenecientes al programa de inclusión del grado 1°C de la escuela Normal Superior El Jardín

Content Provider	Semantic Scholar
Author	Castillo, Yessika Quintero Camacho, Yenny Paola Ávila
Copyright Year	2013
Abstract	This research had as a main objective to describe the accompaniment and participation of parents in the teaching-learning process of children in the first degree of the institute “Normal Superior el Jardin” who belong to the program inclusion education. To achieve this objective, we conducted a qualitative study that was presented in several times, first observations was made inside the classroom with 5 children with learning problems who pertaining to inclusion program, secondly, we carried an interviews with parents of families and teachers or professors; finally, we executed the interpretation and analysis of the information collected, by crossing and grouping the data obtained through observation and interviews. The observation allowed us to characterize how the learning process and characteristics of children with learning disabilities are, the interviews was made to identify the point of view of parents and teachers. To develop this approach, we worked the different contributions by different authors such as: Constructivism by Vygotsky, Zone of Proximal Development by Vygotsky and Educational Inclusion by Mel Ainscow. Taking account such approach by the different actors, with the parents were analyzed if they are really in constant communication with their children and if there is an accompaniment with children in the training process of their learning, in the students were observed their attitudes, likes, interest, participation, disabilities and how their learning process are. With the opinion-teachers, we could realized if they use appropriately flexible teaching methods to provide a good learning environment to their students, given that their teaching are different from receiving a regular kid. Analyzing the data obtained through observation and interviews regarding the zone of proximal development by Vygotsky, it shows that this is important in the learning process of children, because it creates a better learning in children, but also makes using of interaction and collaborative work. This is evident in the data obtained in the interviews of parents, whose parents who are attention with their children, they have better academic performance. Considering educational inclusion we could conclude that in grade 1 ° C of the institute “Normal Superior El Jardin” into the classroom it had been found a hybrid group who has the support, affection, and dedication of the teachers Lucy, who uses collaborative learning and Geempa method to provide to their students a proper educational which is very helpful for the children who can have a good performance in teaching - learning.
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Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article