NDLI: Significados del profesorado sobre la inclusión de niños con discapacidad cognitiva a las aulas regulares en una institución educativa del municipio de Apartadó

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Significados del profesorado sobre la inclusión de niños con discapacidad cognitiva a las aulas regulares en una institución educativa del municipio de Apartadó

Content Provider	Semantic Scholar
Author	Lagares, Alexi Enrique Aguerri Arias, Julián
Copyright Year	2018
Abstract	The present investigation was carried out with the objective of describing the meanings of a group of teachers, who are part of the teaching staff of the San Pedro Claver Educational Institution in the municipality of Apartado, about the inclusion of children with cognitive disabilities in the middle classrooms. Bearing in mind that this, is an educational process that involves changes of paradigms and meanings about students, which has great relevance in educational praxis. For this, under the methodology of qualitative research, the interpretation design of symbolic interactionism and hermeneutics was chosen, which allows the analysis of the information gathered by the teachers participating in the research, as well as the link between the generation of meaning and interaction with the context or the social environment. Through the application of semi-structured individual interviews and a group, it was investigated by the experiential and conceptual components that allowed the verbal, behavioral and semiotic analysis of teachers in relation to the education of students with cognitive disabilities in the regular education classrooms.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://200.24.17.74:8080/jspui/bitstream/fcsh/1642/1/AguirreAlexi_2018_SignificadosProfesoradoInclusion.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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