Inclusión educativa de estudiantes con TDAH en el proceso de enseñanza-aprendizaje de la Escuela Profesor Manuel Centeno Garzón.

Abstract

Inclusive education constitutes an educational model that is oriented towards ensuring everybody´s learning and development taking into account their differences and needs. Due to this reason, we must seek for the pedagogical and didactic adaptations to these differences in the curricular components. Besides that, it is a requirement in the case of the inclusion of students with Attention and Deficit Hyperactivity Disorder ADHD. The inclusion of these students, according to their peculiarities, implies a change in the teachers´ psycho-pedagogical actions within the teaching-learning process. Although it constitutes a legally supported priority, it still constitutes a challenge among other factors due to the insufficient development of professional skills to achieve an inclusive teaching practice in this process. The importance of this paper work lies in a proposal to contribute to the strengthening of the educational inclusion of students with ADHD from the school Prof. Manuel Centeno Garzón, located in Machala. Therefore, some limitations are revealed. Based on the value of teacher training, the design of a psycho-pedagogical training system is projected to enable the development of an inclusive teaching practice in the teaching-learning process with these schoolchildren. The socio-critical paradigm and the qualitative approach were put into practice in the research. According to the research-action methodology, some methods and instruments were applied for the data collection. Hence, the results were assessed by methods at the theoretical level. From the identified results and the foundations derived from the systematization of the historical and theoretical-referential antecedents of the categories involved in the study, the training system was generated as a proposal. Consequently, after being evaluated by experts´ judgment, it results encouraging regarding its feasibility and relevance to that educational context.