Metodologías inclusivas para la atención a estudiantes con discapacidad intelectual de tercero de bachillerato en la Unidad Educativa Guillermo Mensi

Abstract

The application of inclusive methodologies is crucial when working with students with intellectual disabilities. Failure to use suitable methods can hinder their learning experience. The core issue stems from the inadequate implementation of inclusive methodologies, which adversely affects educational inclusion and the academic progress of students with intellectual disabilities. The study aimed to propose inclusive methodologies to enhance the educational support for students with intellectual disabilities in the third year of high school at the Guillermo Mensi Educational Unit. A systematic analysis of current practices and identification of inclusive methodologies were conducted using a qualitative approach with a phenomenological focus. Data were collected through a focus group with ten teachers and a documentary analysis of six randomly selected lesson plans, using a checklist to gather information. Based on the findings from the focus group, it was discerned that while the faculty demonstrate a foundational understanding of inclusive pedagogical methodologies, this knowledge base often lacks specificity and depth. Furthermore, despite the application of a range of instructional approaches, educators encounter discernible impediments in their practical implementation. The documentary analysis corroborated that inclusive methodologies are predominantly integrated within curricular planning frameworks; however, a subset of these employed methodologies presents an opportunity for substitution with more efficacious and contextually relevant alternatives tailored to the distinct requirements of this student demographic. Lastly, a resource guide is recommended to enhance inclusive practices within the institution.