Diseño de aplicación web para el desarrollo de competencias básicas en estudiantes con necesidades educativas especiales
Design of a web application for the development of basic competencies in students with special educational needs
Abstract (en)
The project aims to design a web application to develop basic competencies in students with special educational needs (SEN) of third grade of elementary school, so that they achieve learning in a regular classroom, at their own pace and style, considering their specific needs. The validation of the resource was developed in a school in the District of Cartagena de Indias (Colombia). Teaching strategies were generated to carry out the intervention processes in the areas of mathematics, language and science, considering the inclusive approach, to then perform functional tests and evaluate their learning. Finally, it was obtained that 80% of the students achieved the basic competencies responding to the curricular guidelines and the basic learning rights (BLR) defined by the Ministry of National Education (MEN).
Abstract (es)
El proyecto tiene como objetivo diseñar una aplicación web para desarrollar competencias básicas en estudiantes con necesidades educativas especiales (NEE) de tercer grado de básica primaria, de manera que logren el aprendizaje en un aula regular de clase, a su ritmo y estilo, considerando su necesidad específica. La validación del recurso se desarrolló en un centro escolar del Distrito de Cartagena de Indias (Colombia). Se generaron estrategias de enseñanza para realizar los procesos de intervención en las áreas de matemáticas, lenguaje y ciencias, considerando el enfoque inclusivo, para luego realizar pruebas funcionales y evaluar su aprendizaje. Finalmente, se obtuvo que el 80 % de los estudiantes alcanzó las competencias básicas respondiendo a los lineamientos curriculares y los derechos básicos de aprendizaje (DBA) definidos por el Ministerio de Educación Nacional (MEN).
References
Crozier, W. R. (2001). Diferencias individuales en el aprendizaje: personalidad y rendimiento escolar (Vol. 86). Narcea Ediciones.
Fernández Batanero, J. Ma. y Bermejo Campos, B. (2012). Actitudes docentes hacia las TIC en centros de buenas prácticas educativas con orientación inclusiva. Enseñanza & Teaching: Revista interuniversitaria de didáctica, 30(1), 45-61.
Ministerio de Educación Nacional [MEN]. (2021, 29 de agosto). Decreto 1421 de 2021. Por el cual se reglamenta en el marco de la educación inclusiva la atención educativa a la población con discapacidad. https://www.suin-juriscol.gov.co/viewDocument.asp?ruta=Decretos/30033428
Serrato Almendárez, L. T. y García, I. C. (2014). Evaluación de un programa de intervención para promover prácticas docentes inclusivas. Actualidades Investigativas en Educación, 14(3), 355-381.
How to Cite
License
Copyright (c) 2022 Universidad Santo Tomás
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The authors sign a transfer of rights so that Universidad Santo Tomás can publish the articles under the conditions described below. The authors, readers and other users are free to share, copy, distribute, perform and publicly communicate the work under the following conditions:
-
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
-
NonCommercial — You may not use the material for commercial purposes.
-
ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
CITAS is licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).
Until 2019 the documents published in the magazine were under the Creative Commons Attribution-ShareAlike license (CC BY-SA), however, in order to guarantee the open and free distribution of the content published in the magazine, it was decided to change the type Commons Attribution-NonCommercial-ShareAlike 4.0 International license (CC BY-NC-SA 4.0)
