Estrategias utilizadas por el orientador y los docentes de I ciclo para el manejo y la atención de estudiantes con déficit atencional en la Escuela La Repunta, circuito 05, Dirección Regional de Educación de Pérez Zeledón, 2009.
Fecha
2009
Autores
Varela Núñez, Nuria María
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Editor
Universidad Nacional, Costa Rica
Resumen
El presente estudio tuvo como objetivo general analizar las estrategias utilizadas por el orientador y docentes de I y II ciclo para el manejo y la atención de estudiantes con déficit atencional en la escuela La Repunta, circuito 05, DRE de P.Z., 2009. El marco teórico se basa en conceptos claves como el desarrollo humano en la edad escolar, el paradigma de atención a la diversidad, el déficit atencional, sus causas y características, estrategias metodológicas para el trabajo con estudiantes que presentan déficit atencional, los estilos de aprendizaje, importancia del autocontrol en la vida de las personas, herramientas metodológicas para el logro del autocontrol, el papel del orientador y de los docentes en el trabajo con estudiantes con esta condición, así como la importancia de la capacitación para los profesionales en educación. Este estudio es de tipo exploratorio y se contó con 12 participantes a quienes se les aplicó un cuestionario como instrumento diagnóstico. Los principales resultados del diagnóstico, así como de las conclusiones giran en torno a que los docentes carecen de preparación para atender a la diversidad que se les presenta dentro del aula, específicamente en temas relacionados con discapacidad; que utilizan una amplia gama de actividades en sus planeamientos; les falta claridad en conceptos claves, los docentes necesitan conocer más en torno al déficit atencional y el autocontrol, así como técnicas y estrategias específicas para atender esta población; el orientador posee un mayor nivel de conocimiento en la utilización de estrategias y de herramientas metodológicas que los docentes de la Escuela La Repunta, entre otras. Entre las principales recomendaciones se sugiere capacitar al orientador y docentes en torno a esta condición; facilitar espacios para capacitaciones como talleres, charlas; trabajar interdisciplinariamente y con los familiares encargados de las personas con déficit atencional; entre muchas otras.
The general objective of this study was to analyze the strategies used by the guidance counselor and teachers of I and II cycle for the management and attention of students with attention deficit in the school La Repunta, circuit 05, DRE of P.Z., 2009. The theoretical framework is based on key concepts such as human development at school age, the paradigm of attention to diversity, attention deficit, its causes and characteristics, methodological strategies for working with students with attention deficit, learning styles, importance of self-control in people's lives, methodological tools for achieving self-control, the role of the counselor and teachers in working with students with this condition, as well as the importance of training for education professionals. This is an exploratory study with 12 participants to whom a questionnaire was applied as a diagnostic instrument. The main results of the diagnosis, as well as the conclusions revolve around the fact that teachers lack preparation to attend to the diversity presented in the classroom, specifically in topics related to disability; that they use a wide range of activities in their planning; they lack clarity in key concepts; teachers need to know more about attention deficit and self-control, as well as specific techniques and strategies to attend to this population; the counselor has a higher level of knowledge in the use of strategies and methodological tools than the teachers of the La Repunta School, among others. Among the main recommendations, it is suggested to train the counselor and teachers about this condition; to facilitate spaces for trainings such as workshops, lectures; to work interdisciplinary and with the family members in charge of people with attention deficit; among many others.
The general objective of this study was to analyze the strategies used by the guidance counselor and teachers of I and II cycle for the management and attention of students with attention deficit in the school La Repunta, circuit 05, DRE of P.Z., 2009. The theoretical framework is based on key concepts such as human development at school age, the paradigm of attention to diversity, attention deficit, its causes and characteristics, methodological strategies for working with students with attention deficit, learning styles, importance of self-control in people's lives, methodological tools for achieving self-control, the role of the counselor and teachers in working with students with this condition, as well as the importance of training for education professionals. This is an exploratory study with 12 participants to whom a questionnaire was applied as a diagnostic instrument. The main results of the diagnosis, as well as the conclusions revolve around the fact that teachers lack preparation to attend to the diversity presented in the classroom, specifically in topics related to disability; that they use a wide range of activities in their planning; they lack clarity in key concepts; teachers need to know more about attention deficit and self-control, as well as specific techniques and strategies to attend to this population; the counselor has a higher level of knowledge in the use of strategies and methodological tools than the teachers of the La Repunta School, among others. Among the main recommendations, it is suggested to train the counselor and teachers about this condition; to facilitate spaces for trainings such as workshops, lectures; to work interdisciplinary and with the family members in charge of people with attention deficit; among many others.
Descripción
Licenciatura en orientación
Palabras clave
ORIENTACIÓN PEDAGÓGICA, DEFICIT ATENCIONAL, ENSEÑANZA PRIMARIA, ESTRATEGIAS DE ENSEÑANZA, APRENDIZAJE, ESTUDIANTES, ATENCIÓN, PEDAGOGICAL ORIENTATION, ATTENTIONAL DEFICIT, PRIMARY EDUCATION, TEACHING STRATEGIES, LEARNING, STUDENTS, ATTENTION