Sistema de talleres de preparación a docentes para la inclusión educativa de adolescentes con trastorno de conducta en las secundarias básica Julio A. Mella y Onelio Hernández Taño del municipio Ciego de Ávila
Fecha
2019-07-21
Autores
Noa Romero, Yurdety
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Universidad Central “Marta Abreu” de Las Villas. Facultad de Ciencias Sociales. Departamento de Psicología
Resumen
La presente investigación se desarrolló en la secundaria básica Julio Antonio Mella y Onelio Hernández Taño del municipio Ciego de Ávila. Su objetivo se orienta a proponer un sistema de talleres que prepare al docente para la inclusión de adolescentes con trastorno de conducta en las secundarias básica antes mencionadas. Se realizó un estudio fenomenológico, con un alcance exploratorio-descriptivo. La muestra seleccionada fue intencional. Se emplearon las
entrevistas semiestructuradas a docentes y directivos, las observaciones directas, la revisión de documentos oficiales y el cuestionario para la obtención del juicio de especialistas sobre el sistema de talleres propuesto. Los resultados demuestran necesidades de conocimiento científico sobre el trastorno de conducta, sus tipologías, manifestaciones conductuales, causas, consecuencias y sus particularidades en la adolescencia; así como la inclusión educativa desde la
atención a la diversidad. Además existen necesidades de desarrollo de habilidades comunicativas, manejo de conflicto, regulación emocional, tolerancia, para el ejercicio del rol de mediador del docente en la inclusión de adolescentes con trastorno de conducta en la secundaria básica. Al respeto se diseñó un sistema de talleres, que los especialistas evaluaron como pertinente y suficiente. Las recomendaciones ofrecidas por los especialistas contribuyeron al perfeccionamiento del sistema de talleres
The present investigation is in the secondary schools Julio Antonio Mella and Onelio Hernández Taño of the Ciego de Ávila municipality. Its objective is to propose a system of workshops that prepare the teacher for the inclusion of adolescents with conduct disorders in basic secondary schools before it is known. A phenomenological study was carried out, with an exploratory descriptive scope. The selected sample was intentional. Semistructured interviews with teachers and managers, direct observations, review of official documents and the questionnaire for obtaining judges were used. The specific results of their knowledge about the conduct disorder, its typologies, behavior manifestations, causes and consequences, its particularities in adolescence; As well as educational inclusion from the attention to diversity. There are also needs to develop communication skills, conflict management, emotional regulation, tolerance, to exercise the role of mediator, teacher in the inclusion of adolescents with conduct disorder in high school. A workshop system was designed, which the experts evaluated as pertinent and sufficient. The recommendations offered by the specialists contributed to the improvement of the workshop system
The present investigation is in the secondary schools Julio Antonio Mella and Onelio Hernández Taño of the Ciego de Ávila municipality. Its objective is to propose a system of workshops that prepare the teacher for the inclusion of adolescents with conduct disorders in basic secondary schools before it is known. A phenomenological study was carried out, with an exploratory descriptive scope. The selected sample was intentional. Semistructured interviews with teachers and managers, direct observations, review of official documents and the questionnaire for obtaining judges were used. The specific results of their knowledge about the conduct disorder, its typologies, behavior manifestations, causes and consequences, its particularities in adolescence; As well as educational inclusion from the attention to diversity. There are also needs to develop communication skills, conflict management, emotional regulation, tolerance, to exercise the role of mediator, teacher in the inclusion of adolescents with conduct disorder in high school. A workshop system was designed, which the experts evaluated as pertinent and sufficient. The recommendations offered by the specialists contributed to the improvement of the workshop system
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Palabras clave
Trastorno de Conducta, Inclusión Educativa, Adolescentes, Conduct Disorder, Educational Inclusion, Adolescents, Docente