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    Considerations about inclusive education process for visually impaired papulation in the b.ed. in english at Universidad La Gran Colombia / Consideraciones sobre el proceso de educación inclusiva para personas en condición de discapacidad visual en el programa de literatura en inglés de la Universidad La Gran Colombia

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    Date

    2016

    Author

    Orozco Ortiz, David Alejandro

    Título obtenido

    Licenciado(a) en Educación Básica con Énfasis en Humanidades e Inglés

    Director de tesis

    Montero Londoño, Yanneth Cristina

    Publicador

    Universidad La Gran Colombia

    Facultad

    Facultad de Ciencias de la Educación

    Programa

    Licenciatura en Educación Básica con Énfasis en Humanidades e Inglés

    Citación

           
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    TY - GEN T1 - Considerations about inclusive education process for visually impaired papulation in the b.ed. in english at Universidad La Gran Colombia / Consideraciones sobre el proceso de educación inclusiva para personas en condición de discapacidad visual en el programa de literatura en inglés de la Universidad La Gran Colombia AU - Orozco Ortiz, David Alejandro Y1 - 2016 UR - http://hdl.handle.net/11396/4497 PB - Universidad La Gran Colombia AB - The following article attempts to cope with the lack of inclusive teaching practices at La Universidad La Gran Colombia, notably in the B. Ed. in English Program. I construct my main points around two perspectives: inclusive education as a requirement in colleges within mainstream classrooms, and social responsibility of universities to further the inclusion programs within the Colombian education and labor system. The analysis is based on supporting documents provided by Instituto Nacional para Ciegos (National Institute for the Blind INCI), article 14 of Decree 2082/ 1993, and a research paper called “The attention University Professors Give to Students with Special Educational Needs” (2015) among others. From my point of view, the B.Ed. in English Program barely integrates the inclusion policies with the type of strategies needed to prepare the pre-service teachers with the required knowledge to face inclusive classrooms, nor does it provide sufficient support, particularly to students with low vision through the necessary accommodations and modifications. As a result, teachers have to neglect their teaching role to adapt an assistant-6 related methodology in the class development. Therefore, it is necessary to foster proper training, protocols, and resources to improve inclusive teaching practices in the B.Ed. in English Program. The information showed in this paper is part of a reflective process which also gathers experiences from a student of the English program with visual impairment. ER - @misc{11396_4497, author = {Orozco Ortiz David Alejandro}, title = {Considerations about inclusive education process for visually impaired papulation in the b.ed. in english at Universidad La Gran Colombia / Consideraciones sobre el proceso de educación inclusiva para personas en condición de discapacidad visual en el programa de literatura en inglés de la Universidad La Gran Colombia}, year = {2016}, abstract = {The following article attempts to cope with the lack of inclusive teaching practices at La Universidad La Gran Colombia, notably in the B. Ed. in English Program. I construct my main points around two perspectives: inclusive education as a requirement in colleges within mainstream classrooms, and social responsibility of universities to further the inclusion programs within the Colombian education and labor system. The analysis is based on supporting documents provided by Instituto Nacional para Ciegos (National Institute for the Blind INCI), article 14 of Decree 2082/ 1993, and a research paper called “The attention University Professors Give to Students with Special Educational Needs” (2015) among others. From my point of view, the B.Ed. in English Program barely integrates the inclusion policies with the type of strategies needed to prepare the pre-service teachers with the required knowledge to face inclusive classrooms, nor does it provide sufficient support, particularly to students with low vision through the necessary accommodations and modifications. As a result, teachers have to neglect their teaching role to adapt an assistant-6 related methodology in the class development. Therefore, it is necessary to foster proper training, protocols, and resources to improve inclusive teaching practices in the B.Ed. in English Program. The information showed in this paper is part of a reflective process which also gathers experiences from a student of the English program with visual impairment.}, url = {http://hdl.handle.net/11396/4497} }RT Generic T1 Considerations about inclusive education process for visually impaired papulation in the b.ed. in english at Universidad La Gran Colombia / Consideraciones sobre el proceso de educación inclusiva para personas en condición de discapacidad visual en el programa de literatura en inglés de la Universidad La Gran Colombia YR 2016 LK http://hdl.handle.net/11396/4497 PB Universidad La Gran Colombia AB The following article attempts to cope with the lack of inclusive teaching practices at La Universidad La Gran Colombia, notably in the B. Ed. in English Program. I construct my main points around two perspectives: inclusive education as a requirement in colleges within mainstream classrooms, and social responsibility of universities to further the inclusion programs within the Colombian education and labor system. The analysis is based on supporting documents provided by Instituto Nacional para Ciegos (National Institute for the Blind INCI), article 14 of Decree 2082/ 1993, and a research paper called “The attention University Professors Give to Students with Special Educational Needs” (2015) among others. From my point of view, the B.Ed. in English Program barely integrates the inclusion policies with the type of strategies needed to prepare the pre-service teachers with the required knowledge to face inclusive classrooms, nor does it provide sufficient support, particularly to students with low vision through the necessary accommodations and modifications. As a result, teachers have to neglect their teaching role to adapt an assistant-6 related methodology in the class development. Therefore, it is necessary to foster proper training, protocols, and resources to improve inclusive teaching practices in the B.Ed. in English Program. The information showed in this paper is part of a reflective process which also gathers experiences from a student of the English program with visual impairment. OL Spanish (121)
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    Palabras clave

    Educación inclusiva
    Educación universitaria
    Prácticas pedagógicas
    Discapacidad visual
    Aulas regulares
    Licenciatura en Inglés
    Igualdad de oportunidades en educación
    Educación de personas con discapacidades
    Integración social
    Formación profesional de maestros
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    Abstract

    El presente artículo expone la falta de prácticas de enseñanza inclusivas en la Universidad La Gran Colombia, especialmente en el programa de licenciatura en inglés. Planteo mis argumentos bajo dos perspectivas: la educación inclusiva en la educación superior, la responsabilidad social de las universidades con el fin de promover programas de inclusión dentro del sistema educativo y laboral. Este análisis tiene como base los documentos de apoyo elaborados por el Instituto Nacional para ciegos (INCI), articulo 14 del decreto 2082/1993, y un trabajo de investigación llamado The attention University Professors Give to Students with Special Educational Needs (2015) (La atención que le dan los profesores universitarios a estudiantes con necesidades educativas especiales 2015), entre otros. Desde mi punto de vista, el programa de Licenciatura en Inglés difícilmente integra las políticas de inclusión con el tipo de estrategias requeridas para la preparación de los docentes en formación con el fin de liderar procesos de inclusión, y particularmente no provee apoyo suficiente a estudiantes con baja visión a través de las modificaciones y adaptaciones1 requeridas. Como resultado, los profesores tienen que relegar su rol docente para adoptar una metodología asistencialista en el desarrollo de las clases. Por consiguiente, es necesario promover una formación docente adecuada, manejo de protocolos y recursos para enfrentar la educación inclusiva dentro de la Licenciatura en Inglés. La información que se muestra en este documento es parte de un proceso reflexivo el cual también compila experiencias de un estudiante del programa de Ingles con discapacidad visual.

    Abstract

    The following article attempts to cope with the lack of inclusive teaching practices at La Universidad La Gran Colombia, notably in the B. Ed. in English Program. I construct my main points around two perspectives: inclusive education as a requirement in colleges within mainstream classrooms, and social responsibility of universities to further the inclusion programs within the Colombian education and labor system. The analysis is based on supporting documents provided by Instituto Nacional para Ciegos (National Institute for the Blind INCI), article 14 of Decree 2082/ 1993, and a research paper called “The attention University Professors Give to Students with Special Educational Needs” (2015) among others. From my point of view, the B.Ed. in English Program barely integrates the inclusion policies with the type of strategies needed to prepare the pre-service teachers with the required knowledge to face inclusive classrooms, nor does it provide sufficient support, particularly to students with low vision through the necessary accommodations and modifications. As a result, teachers have to neglect their teaching role to adapt an assistant-6 related methodology in the class development. Therefore, it is necessary to foster proper training, protocols, and resources to improve inclusive teaching practices in the B.Ed. in English Program. The information showed in this paper is part of a reflective process which also gathers experiences from a student of the English program with visual impairment.
    URI
    http://hdl.handle.net/11396/4497
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