Prácticas de aula inclusivas y reconocimiento de la diversidad en primera infancia
As Senior Director of Educational Services, we consider relevant to address the issue of inclusion in early childhood in the SOS Children's Villages S.O.S. Organization Cali program seeking to identify and measure the inclusive teaching and teaching of this organization, to assess the impact on...
| Autor Principal: | Alderete Caicedo, Vivian |
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| Otros Autores: | Giraldo Betancourt, Willington, Martínez Lasso, Didien Alexis, Preciado De La Cruz, Jesús Alberto |
| Formato: | info:eu-repo/semantics/masterThesis |
| Idioma: | spa |
| Publicado: |
Universidad de San Buenaventura-Cali
2018
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10819/5527 |
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| Sumario: |
As Senior Director of Educational Services, we consider relevant to address the issue of inclusion in early childhood in the SOS Children's Villages S.O.S. Organization Cali program seeking to identify and measure the inclusive teaching and teaching of this organization, to assess the impact on the educational environment the same practices. To answer our question, once observed the teacher action in the field, and suggested some needs updating teaching regarding the inclusion in the classroom, a survey was developed whose categories are educational inclusion, classroom practice and environment which yields results relevant to the preparation of this document. It was identified that 43% of teachers surveyed Organization of SOS Children's Villages S.O.S. Cali program, do not have clarity regarding the concept of ethnicity / race, in contrast identifies that 93% is clearly against being inclusive, it is to work a minimum percentage of the equipment, which could strengthen the concept and practices to through which it is transformed into the classroom. We found that a high percentage of teachers recognize the law against inclusive education to finish allowing the recognition of children from diversity and difference, respecting their beliefs and culture. |
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