【24h】

Diagnosis for School Inclusion in Teacher Training in One Higher Normal School in Mexico

机译:墨西哥一位高校教师培训学校入学的诊断

获取原文

摘要

Educational inclusion not only refers to the integration of students with disabilities, it also refers to the fact of minimizing or eliminating barriers that may represent a limitation for student learning and participation, that is, considering social and cultural diversity that influence the acquisition of expected learning, therefore when talking about inclusion, reference is made to the process through which the school seeks and generates the supports that are required to ensure the educational achievement of all students who attend it, and thus be able to guarantee equality of social conditions through education. The objective of this diagnosis was to identify the guidelines that allow an educational intervention assuming the inclusive education approach, rescuing elements such as: diagnosis of the group with which the intervention will be carried out. selection of educational materials and resources, trans-disciplinary work, and definition of the individual's profile for educational intervention. The work presented is an initial stage of a model of educational inclusion. The results obtained, as can be seen in the previous section, are satisfactory and allow us to corroborate the usefulness of the diagnosis presented.
机译:教育包容性不仅是指学生残疾的融合,还指最小化或消除可能代表学生学习和参与的限制的障碍,即考虑影响收购预期学习的社会和文化多样性因此,在谈论纳入时,参考学校寻求的过程,并通过该过程寻求并生成确保所有参加的所有学生所需的支持,从而能够通过教育保证社会状况的平等。该诊断的目的是确定允许教育干预的指导方针,借鉴教育方法,救援要素,如:将进行干预的小组的诊断。选择教育材料和资源,跨学科工作,以及个人教育干预档案的定义。所呈现的工作是教育纳入模型的初始阶段。可以在上一节中可以看出,获得的结果令人满意,使我们能够证实所呈现的诊断的有用性。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号