Theoretical framework for children with disabilities
Introduction
In the case of education, it is based on three rights; the right of education; the right to equal opportunities; The right to participate, for these three all children with disabilities or do not have the rights to receive this education. Durango network of educational researchers, to.C.
It is a alienable right of every citizen that no young man can be denied for reasons of disability, in the same way that he cannot be denied for reasons of sex or race (UNESCO)
Developing
Children with cognitive and motor disabilities usually develop in public or private institutions that mostly do not have services for these people, the consequences of this is the low performance in matters because they do not always have the best compression capacityAnd things are more difficult for them, and also the existence of bullying because they are different from the rest of the children, bullying can exist physically or mentally, all children can be harassed, but people with disabilities usually have more problems than more problems thanThe rest of the children.
These cases usually happen because they do not have sufficient support, teachers are not aware of what happens or for other reasons, just like low performance usually happens because having a cognitive disability is not done the same as easy and fast asThe others, need extra support and repeat things, but teachers should treat everyone equally.
Institutions that have correct environments for the development of children who have some disability have specific approaches to socialization, especially because this is usually one of the problems they have most feeling different. It seeks to develop communication, since it is the most important thing for the individual to socialize with others, that it becomes part of the community where it is located, is the way in which it will be expressed and will understand what is told, to thejust as they address strategies in the cognitive, socio -affective, motor and autonomous area.
The need for all children to reach the same pedagogical objectives in the same period of time makes many children with disabilities feel outside the system from very early ages and it is true that the child’s formation in special schools has nothing wrong,However, as we have already mentioned, your social integration will be easier if you can adapt to a normalized educational field from your first years of life.
One of the concepts that has had an important value to promote the inclusion of people with disabilities in contexts. The concept of normalization was advocated, in the first instance, by Danish Hankk Milpeasen. What is promoted after this concept is equality that is finally the ideology that underlies inclusive education. The principle of normalization, part of the concept that the life of disabled people must be the same as that of any citizen in terms of their rhythm, opportunities and options.
Standardization was raised as an objective to be achieved, while integration would be the work method to achieve it. Standardization implies to the reach of disabled people some ways and daily living conditions, the most similar possible, to the forms and conditions of living of the rest of society. Toledo states that normalization means making available to people with disabilities, the same life forms and conditions that normal people possess. The idea of normalization in education is to educate the child in an environment as restrictive as possible
In order to make a good academic inclusion of someone with a disability, important areas have to be taken, the physical integration that is characterized by the participation and communication of people with special educational needs within their environment. The purpose is that there is an integrate and a circular of the person, the boy or the girl with disabilities, to share the common spaces, such as courtyards, dining room, library or sports courts and functional integration that is thatIntegration that occurs when the disabled boy or girl.
These are the strategic points to be able to raise the rest of academic education. Students with disabilities do not need an entirely different studies program, which certainly does not benefit them. What they need are individual work programs and modified teaching methods, and corresponds to the school to determine the program of studies and appropriate pedagogical activity. All this, based on the corresponding changes of the teaching organization (calendar of activities, grouping of students, forecast of teachings in charge of specialists), which define the framework in which the teachers develop the study program.
Conclusions
What they need are individual work programs and modified teaching methods, and corresponds to the school to determine the program of studies and appropriate pedagogical activity. All this, based on the corresponding changes of the teaching organization (calendar of activities, grouping of students, forecast of teachings in charge of specialists), which define the framework in which the teachers develop the study program.
What they need are individual work programs and modified teaching methods, and corresponds to the school to determine the program of studies and appropriate pedagogical activity. All this, based on the corresponding changes of the teaching organization (calendar of activities, grouping of students, forecast of teachings in charge of specialists), which define the framework in which the teachers develop the study program.
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