La Educación Especial más allá del aula: Aprendizaje docente con base en experiencias de intervención informales a nivel preescolar
Special education beyond the classroom: teacher learning based in informal intervention experiences at the preschool level
The purpose of this article is to analyze empowers and difficulties of preschool teachers, in the intervention to children with special educational needs (SEN). Therefore, the experience of a course at Universidad Pedagógica Nacional is recovered. In this course it was able to distinguish that teaching attendants have an important moral background that it is possible to develop, and on the second point, they perform their activities in such a highly informal and flexible manner. Considering these two characteristics and the adversities presented in their reflective exercises about their interventions, it defends the hypothesis that the recognition of the truth of a central trauma in the children with SED, and its accurate contextualization in power and social relationships, make possible to construct a reliable strategy to improve interventions in SEN. Thus, the article presents and examines the narrative exercises, then to discuss about their results and assess the achievements obtained.
Special educational needs, Social inclusion, Early childhood, Action research.
Full text in Spanish
Olivo, M.A. (2014). La Educación Especial más allá del aula: Aprendizaje docente con base en experiencias de intervención informales a nivel preescolar. International Journal of Education for Social Justice (RIEJS), 3(1), 249-265.