Adaptaciones curriculares y su incidencia en el proceso de enseñanza aprendizaje de los estudiantes con necesidad educativa especial no asociadas a una discapacidad de la Unidad Educativa Génesis del segundo año educación básica del año lectivo 2020-2021 mediante la modalidad online
| dc.contributor.advisor | Tubay Moreira, Máximo Fernando | |
| dc.contributor.author | Guevara Pino, Cristhian Ralph | |
| dc.date.accessioned | 2021-09-09T21:28:22Z | |
| dc.date.available | 2021-09-09T21:28:22Z | |
| dc.date.issued | 2021 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/10181 | |
| dc.description | The sense of inclusion, together with the equality factor, are factual that the impact in many scopes of our society, one of them, the education, as a principle of this, to assist the diversity of the different ways of learning, in which the students have been diagnosed with the spectrum of giftedness, they deserve not only, that their diagnosed be reviewed with the assertive criterion and not as one done with the incorrect criterion, this last one due to theoretical basis that support it, however, nowadays the cases that have been diagnosed in function of concrete parameters that proves their high intellectual capacities, it’s worth to say that is relevant to mention and provide not only the right environment, as to the structure and their material resources, but also the intervention of a multi-disciplinary team for the development of their singular aptitudes of these people. Whenever you work in the right way with them will obtain results that guarantee the right development of their high cognitive skills, their principal needs, their social development, and the build of a personality predispose to confront their own challenges and their social environment and the factors that in that moment can be determined. | es_ES |
| dc.description | The sense of inclusion, together with the equality factor, are factual that the impact in many scopes of our society, one of them, the education, as a principle of this, to assist the diversity of the different ways of learning, in which the students have been diagnosed with the spectrum of giftedness, they deserve not only, that their diagnosed be reviewed with the assertive criterion and not as one done with the incorrect criterion, this last one due to theoretical basis that support it, however, nowadays the cases that have been diagnosed in function of concrete parameters that proves their high intellectual capacities, it’s worth to say that is relevant to mention and provide not only the right environment, as to the structure and their material resources, but also the intervention of a multi-disciplinary team for the development of their singular aptitudes of these people. Whenever you work in the right way with them will obtain results that guarantee the right development of their high cognitive skills, their principal needs, their social development, and the build of a personality predispose to confront their own challenges and their social environment and the factors that in that moment can be determined. | es_ES |
| dc.description.abstract | El sentido de la inclusión, en conjunto con el factor de la igualdad, son puntales que han impactado en algunos ámbitos de nuestra sociedad, uno de ellos, la educación, y como principio de ésta, el atender a la diversidad de formas de aprendizaje, entre los cuales los estudiantes que han sido diagnosticados con el espectro de la superdotación, merecen no solo, que su diagnóstico sea visto con un criterio acertado y no como uno realizado incorrectamente, esto último debido a la base teórica que lo respalda, sin embargo, en la actualidad los casos que han sido diagnosticados en función de parámetros concretos nos demuestran sus altas capacidades intelectuales, cabe recalcar que es pertinente entonces predisponer no solo de un ambiente adecuado, en cuanto a su estructura y recursos materiales, sino también la intervención de un equipo multidisciplinario para el desarrollo de las aptitudes singulares de éstas personas. Siempre que se trabaje en la forma adecuada con ellos se obtendrán resultados que garanticen el desarrollo apropiado de sus altas capacidades cognoscitivas, sus necesidades primordiales, su desarrollo social, y la construcción de una personalidad predispuesta a confrontar los desafíos propios de su entorno y los factores que este en su momento sean determinados. | es_ES |
| dc.format.extent | 17 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2021 | es_ES |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ | * |
| dc.subject | Altas capacidades intelectuales | es_ES |
| dc.subject | Adaptación educativa | es_ES |
| dc.subject | Necesidades educativas especiales | es_ES |
| dc.subject | Atención a la diversidad | es_ES |
| dc.title | Adaptaciones curriculares y su incidencia en el proceso de enseñanza aprendizaje de los estudiantes con necesidad educativa especial no asociadas a una discapacidad de la Unidad Educativa Génesis del segundo año educación básica del año lectivo 2020-2021 mediante la modalidad online | es_ES |
| dc.type | bachelorThesis | es_ES |
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