Atención de la discapacidad intelectual y del habla para mejorar el rendimiento académico del niño escolar (Estudio realizado en la E.O.R.M. “Gregorio Martín Solís Rodas” del Cantón Chiguaxté del municipio de Samayac Suchitepéquez)

Alvarado González, Yesica Marisol (2018) Atención de la discapacidad intelectual y del habla para mejorar el rendimiento académico del niño escolar (Estudio realizado en la E.O.R.M. “Gregorio Martín Solís Rodas” del Cantón Chiguaxté del municipio de Samayac Suchitepéquez). Other thesis, USAC.

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Abstract

SUMMARY In the facilities of the Official Rural Mixed School "Gregorio Martín Solís Rodas", which is located in the Chiguaxté Canton, of the municipality of Samayac Suchitepéquez, the present investigation was carried out, with children of the primary level. This educational institution under study, serves approximately three hundred children, both primary and pre-primary. Within the same teachers are responsible for serving children with disabilities, therefore, working on the report of curricular adjustments at the beginning and end of the year. By assignment of the authority of the educational center and teachers, cases of children in the process of curricular adaptation were studied, through observations and psychometric tests were diagnosed the cases that were subject of investigation. It was found that indeed the children served by the program had disabilities. Having selected the cases found, the sessions were planned to intervene psychopedagogically in a timely manner, to the children (as).Through the development of attention to cases of children in the curricular adaptation program, only cases of children with intellectual and speech disabilities were investigated. It was concluded that the inclusion of children with disabilities in the normal educational context, generates better learning by integrating them with other children, but providing the same content with less difficulty. Within the psychopedagogical intervention is essential to use psychological rapport with each patient attended, as this will mark a favorable pattern in the sequential development of scheduled sessions and the application of techniques to be used both during the session and in the practice of the educational context in that unfolds. After the frequency of personalized sessions with the children, it was discovered that with sustained exercises and according to the type of disability they can improve their school performance within the classrooms and perform better in the curricular areas proposed by the Ministry of Education -MINEDUC –

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