Preparación a los docentes para la corrección-compensación del retraso del lenguaje en educandos con discapacidad intelectual
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Universidad de Sancti Spíritus "José Martí Pérez"
Abstract
Introducción: Para tener un mejor desempeño por parte de los docentes durante el trabajo con educandos con discapacidad intelectual que también presentan retraso del lenguaje, precisan de una adecuada preparación en contenidos y procedimientos, así como motivación e interés para contribuir a su corrección-compensación.
Objetivo: Aplicar talleres metodológicos que contribuyan a la preparación de los docentes para la corrección-compensación del retraso del lenguaje en educandos con DI.
Métodos: se emplearon los métodos histórico-lógico, analítico-sintético, inductivo-deductivo, análisis de documentos, observación científica, entrevista a directivos y a docentes, método experimental y estadística descriptiva.
Resultados y discusión: los diez talleres metodológicos que se aplicaron en su estructura constaron de tema, objetivo, métodos, procedimientos, materiales y descripción metodológica. Los mismos se caracterizaron por: responden a necesidades diagnosticadas; promueven la participación activa de los docentes; permiten la preparación en conocimientos acerca del retraso del lenguaje; se demuestran los procederes para la corrección-compensación en el contexto áulico; elevan la motivación, el interés y compromiso mediante la autopreparación.
Conclusiones: La instrumentación y evaluación en la práctica educativa de los talleres metodológicos permitieron comprobar su efectividad a partir de las transformaciones verificadas en el nivel de preparación de los sujetos para contribuir a la corrección-compensación del retraso del lenguaje
Introduction: In order for teachers to perform better when working with students with intellectual disabilities who also have language delay, they need adequate preparation in content and procedures, as well as motivation and interest to contribute to their correction-compensation. Objective: To apply methodological workshops that contribute to the preparation of teachers for the correction-compensation of language delay in students with ID. Methods: The historical-logical, analytical-synthetic, inductive-deductive methods, document analysis, scientific observation, interviews with directors and teachers, experimental method and descriptive statistics were used. Results and discussion: The ten methodological workshops that were applied in their structure consisted of a topic, objective, methods, procedures, materials and methodological description. They were characterized by: they respond to diagnosed needs; they promote the active participation of teachers; they allow preparation in knowledge about language delay; the procedures for correction-compensation in the classroom context are demonstrated; they increase motivation, interest and commitment through self-preparation. Conclusions: The implementation and evaluation of the methodological workshops in the educational practice allowed us to verify their effectiveness based on the transformations verified in the level of preparation of the subjects to contribute to the correction-compensation of language delay.
Introduction: In order for teachers to perform better when working with students with intellectual disabilities who also have language delay, they need adequate preparation in content and procedures, as well as motivation and interest to contribute to their correction-compensation. Objective: To apply methodological workshops that contribute to the preparation of teachers for the correction-compensation of language delay in students with ID. Methods: The historical-logical, analytical-synthetic, inductive-deductive methods, document analysis, scientific observation, interviews with directors and teachers, experimental method and descriptive statistics were used. Results and discussion: The ten methodological workshops that were applied in their structure consisted of a topic, objective, methods, procedures, materials and methodological description. They were characterized by: they respond to diagnosed needs; they promote the active participation of teachers; they allow preparation in knowledge about language delay; the procedures for correction-compensation in the classroom context are demonstrated; they increase motivation, interest and commitment through self-preparation. Conclusions: The implementation and evaluation of the methodological workshops in the educational practice allowed us to verify their effectiveness based on the transformations verified in the level of preparation of the subjects to contribute to the correction-compensation of language delay.