Acceso usuarios
Miguel Andrés Franco Bayas, Emerson Stiven Vargas García, Tito Steven Paredes Argudo, Katherine de los Ángeles Espinoza Blum
Esta investigación evaluó la implementación del modelo pedagógico constructivista dirigido a las necesidades educativas visuales en estudiantes del primer año de bachillerato paralelo “A” Ciencias de la Unidad Educativa Eugenio Espejo. El objetivo de la investigación fue analizar la influencia de este modelo en el aprendizaje y la inclusión de los alumnos con discapacidad visual, fomentando una educación inclusiva y participativa. Mediante la utilización del enfoque cuantitativo, se aplicaron encuestas dirigida a 40 estudiantes y 14 docentes para evaluar las diversas percepciones y vivencias con el enfoque constructivista adaptado.
This research evaluated the implementation of the constructivist pedagogical model aimed at the visual educational needs of first-year high school students in parallel “A” Sciences at the Eugenio Espejo Educational Unit. The objective of the research was to analyze the influence of this model on the learning and inclusion of students with visual impairments, promoting inclusive and participatory education. Using a quantitative approach, surveys were administered to 40 students and 14 teachers to evaluate their various perceptions and experiences with the adapted constructivist approach. The results showed widespread approval of this pedagogical model, highlighting its effectiveness in promoting active student participation and its great capacity to foster a deep understanding of the content. Similarly, areas for improvement were identified, such as the need to provide ongoing training for teachers and to upgrade classroom equipment to better meet the visual needs of students.
