ABSTRACT
Este trabajo presenta una reflexión actualizada de métodos y estrategias eficaces para el aprendizaje del cálculo, la escritura y lectura en sujetos con discapacidad intelectual leve. Conforme con el análisis de las investigaciones abordadas, se puede concluir que, si bien los propósitos de la atención pedagógica a los sujetos con déficit intelectual vienen enmarcados bajo los principios de la educación inclusiva, se evidencia una gran diferencia entre las intenciones de la educación inclusiva y la realidad de las instituciones educativas. Así, los niños con discapacidad intelectual leve, pese a ser integrados en el aula regular, no logran recibir la atención educativa requerida para fortalecer los aprendizajes pedagógicos de lectoescritura y cálculo; situación que se relaciona con el desconocimiento, por parte de los docentes, de las estrategias pedagógicas para abordar las particularidades educativas de esta población. El resultado del análisis, evidencia la existencia de diversas técnicas; indica, al mismo tiempo, que no existe un método específico para el aprendizaje de habilidades académicas en los sujetos con deficiencias intelectuales leves, sugiere identificar el interés y la necesidad de los estudiantes para así establecer flexibilizaciones en las planeaciones pedagógicas y metodológicas del currículo que favorezcan el proceso de aprendizaje
This work presents an updated reflection of effective methods and strategies for learning calculation, writing and reading in subjects with mild intellectual disabilities. According to the analysis of the analyzed researches we can concluded that, although the purposes of pedagogical attention to subjects with intellectual deficits are framed under the principles of inclusive education, there is evidence of a great difference between the intentions of inclusive education and the reality of educational institutions. Thus, children with mild intellectual disabilities, despite being integrated into the regular classroom, do not manage to receive the educational attention required to strengthen the pedagogical learning of literacy and numeracy. A situation that is related to the ignorance, from teachers, of the pedagogical strategies to address the educational particularities of this population. The result of the analysis shows the existence of various techniques, indicates, at the same time, that there is no specific method for learning academic skills in subjects with mild intellectual deficiencies, we suggest identifying the interest and need of students in order to do so, establishing flexibilities in the pedagogical and methodological planning of the curriculum that favor the learning process.Keywords: Learning; Intellectual deficit; Intellectual disability; Inclusive education; Teaching; Reading/writing; Mathematics; Pedagogy.
Subject(s)
Humans , Education of Intellectually Disabled/methods , Psychology, Educational/methods , Learning Disabilities/psychology , Intellectual DisabilityABSTRACT
O objetivo deste estudo foi descrever as barreiras e os facilitadores da prática de atividade física (AF) no tempo livre e sua associação com essa prática em pessoas maiores de seis anos de ambos os sexos com déficit intelectual (DI) inseridas nas Associações de Pais e Amigos dos Excepcionais (APAES). A amostra foi composta por 1.191 pessoas com DI representadas pelos seus responsáveis. As barreiras e facilitadores para a prática de AF foram identificadas com questões fechadas em que o responsável respondia se o fator influenciava sempre (1), influenciava às vezes (2) ou não influenciava (3) na prática de AF. As questões foram separadas em três dimensões que correspondiam a onze fatores de ordem pessoal, sete de ordem ambiental e dez de ordem social. Verificou-se no aspecto pessoal sete facilitadores e duas barreiras, nos quais destaca-se o fato de sentir-se capaz como facilitador associado com a prática de AF e não possuir dinheiro como barreira; no aspecto ambiental seis facilitadores e uma barreira, sendo a companhia de pessoas próximas o principal facilitador pela associação com a prática de AF e a ausência de projetos sociais como barreira; e no aspecto social cinco facilitadores e uma barreira, no qual encontram-se a existência de locais próximos de casa e os profissionais estarem preparados para trabalhar com pessoas com DI os principais facilitadores e a falta de companhia como barreira. Conclui-se que as barreiras e facilitadores de AF para as pessoas com DI podem estar ligados ao estímulo que recebem, pois a companhia de outra pessoa foi o principal facilitador associado com a prática, isto pode ocorrer devido às limitações que a maioria possui no aspecto social. Oferta de locais com qualidade para prática de AF também facilitam a prática de AF, o que pode ser amenizado com o investimento em políticas públicas e projetos sociais de qualidade.
The objective of this study was to describe the barriers and facilitators of free time physical activity (PA), their influence both in this practice of people with intellectual deficit (ID) inserted in APAES / RS. The sample consisted of 1191 ID individuals represented by their legal representatives. The barriers and facilitators for the practice of PA were identified with closed questions in which the respondent answered whether the factor always influences (1), so-metimes influences (2) or does not influence (3) the practice of PA. The issues were separated into three dimensions: personal, environmental and social. As a result, seven facilitators and two barriers were observed in the personal aspect, in which the fact that they feel capable as a facilitator associated with the practice of PA and lack of money as a barrier; In the environmental aspect, six facilitators and a barrier, the company of close people being the main facilitator by the association with the practice of PA and non-existence of social projects as a barrier; And in the social aspect five facilitators and a barrier in which the existence of places close to their homes and professionals prepared to work with people with ID appear as the main facilitators and lack of companion as a barrier. It is concluded that some barriers and facilitators are linked to the stimulus that the people receive, since they can arouse the taste for PA if there is company, providing conditions for the practice due to the limitations that the majority has in the social aspect. Offering quality PA sites also facilitate, which can be provided by the investment in public policies and social projects.
Subject(s)
Exercise , Intellectual DisabilityABSTRACT
En el presente ensayo se analiza y reflexiona sobre la importancia de la educación sexual en personas con déficit intelectual desde la terapia ocupacional, ya que sólo cuando se valida y justifica el por qué y para qué, se puede planificar el cómo y dónde intervenir. Para ello, se consideran las particularidades de este grupo y se analizan, desde el dominio de la terapia ocupacional (AOTA, 2008), el concepto de sexualidad formulado por la Organización Mundial de la Salud OMS (2006), la necesidad y el impacto en sus procesos de integración social, así como algunas reflexiones bioéticas en torno al tema. Bajo esta lógica de análisis teórico y reflexivo, es que surge la idea de considerar que la integración social implica la necesidad de maximizar la independencia y autonomía de la persona con déficit intelectual, también en su dimensión sexual, cuya vivencia y expresión se realiza cotidianamente. Por tanto, su educación deber ser una labor centrada en la persona y realizada de manera conjunta con su familia y el equipo multidisciplinario. En base a esto último, se concluye que no es necesario ser un experto en el tema para ofrecer la asesoría necesaria, por lo que los terapeutas ocupacionales deben formar parte de estos equipos, ya que poseen las herramientas necesarias.
The following essay analyzes and reflects on the importance of sex education in people with intellectual deficit from occupational therapy, as only when the why and the what for are validated and justified, it is possible to plan on how and where to intervene. In order to carry it out, the peculiarities of this group are considered as well as analyzed from the occupational therapy domain (AOTA, 2008), the concept of sexuality formulated by the World Health Organization - WHO (2006), the need and impact in their social integration processes as well as some bioethical reflections on the subject matter. Under this reflective and theoretical logic analysis it emerges the idea of considering that social integration implies the need of maximizing the independence and autonomy of persons with intellectual deficit as well as their sexual dimension which expression and experience are daily performed. Therefore, his/her education must be a person-centered work and it also must be accomplished together with his/her family and the multidisciplinary team. Based on the latter, it is concluded that it is not necessary being an expert in the field to provide the essential advice, and then occupational therapists should be part of these teams, as they have the necessary tools.