El Modelo de Calidad de Vida como punto de partida para la construcción de propuestas didácticas centradas en la persona
It is six years long didactic experience during which articulates subjects from the teacher´s formation on Special Education Career, specialized on intellectual disability from the "Instituto de Formación Docente Bariloche". Those subjects are: Social Studies and its didactic; Science and...
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| Autores principales: | , , |
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| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
2017
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/901 |
| Sumario: | It is six years long didactic experience during which articulates subjects from the teacher´s formation on Special Education Career, specialized on intellectual disability from the "Instituto de Formación Docente Bariloche". Those subjects are: Social Studies and its didactic; Science and its didactic; Language and its didactic. This work is centered on the relation between the quality of life model and the intellectual disabled pupil education, from an ecological, multidimensional and functional perspective of the person.The quality of life model is comprehended of eight dimensions. This multidimensional model is used as a theoretical framework that works as a guide to structure the teaching plan. Those didactic proposals are a support for pupil with intellectual disability. It is centered on the pupil and his context, identifying his needs, defining interventions and evaluating the process in order to get a better learning out of new teaching practices that change the social reality. Significant educational experiences, which become in supplies useful to overcome barriers to learning and succeed in educative and social inclusion as regards intellectually disabled people, are constructed.The experience mentions the theoretical axis which sustains, develops the didactic proposal and illustrates with students’ creative works. |
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