Título : Experiencias de integración socio-escolar de alumnos con síndrome Down
Autores : Hewitt Ramírez, Nohelia
Rozo Sánchez, María Margarita
Palabras clave: DOWN’S SYNDROME
SOCIAL INTEGRATION AT SCHOOL
EDUCATIONAL STRATEGIES
SÍNDROME DE DOWN
INTEGRACIÓN SOCIAL EN LA ESCUELA
ESTRATEGIAS EDUCATIVAS
Fecha de publicación : nov-1999
Editor: Universidad Católica de Colombia. Facultad de Psicología
Citación : Hewitt Ramírez, N., & Rozo Sánchez, M. (1999). Experiencias de integración socio-escolar de alumnos con síndrome Down. Acta Colombiana de Psicología, 0(2), 95-106. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/623
Resumen : The objective of this research was to propose educational strategies that facilitate the social school integration of students with Down’s Syndrome, from the analysis of the experiences that had five handicapped children, 4 to 8 years old, at a preeschool setting. It was a qualitative-etnographic research. The data collection used were a participatory observation, a structured survey and a campus diary. The analysis of results used the following categories: interaction with others, participation in diffe¬rent activities, and participation in the educational process. The categories are the product of content analysis methods and constant comparison. The process of trian¬gulation used campus diary and observers.The conclusion is that social school inte¬gration is a beneficial alternative to individuals with Down’s Syndrome that requires a planed process and an active participation of the different educational agents.
URI : https://hdl.handle.net/10983/23064
ISSN : 0123-9155
Es parte de: Acta Colombiana de Psicología, No. 2 (nov. 1999); p. 95-106
Aparece en las colecciones: CAA. Acta Colombiana de Psicología

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