Enseñanza a niños con discapacidad intelectual, con base a inteligencias múltiples, un centro educativo de Veraguas, 2025
| dc.contributor.advisor | Álvarez, Zahik I | |
| dc.creator | Monfret Bordones, Luis Eduardo | |
| dc.date.accessioned | 2026-05-18T22:37:11Z | |
| dc.date.available | 2026-05-18T22:37:11Z | |
| dc.date.issued | 2025-03-15 | |
| dc.description | This research analyzes the implementation of Multiple Intelligences Theory as a teaching strategy for children with intellectual disabilities at the Agustín Pérez Colmenares Bilingual Education Center in Veraguas, Panama. Through a non experimental, descriptive, and quantitative approach, information was collected using surveys, classroom observations, and interviews directed at regular and special education teachers, parents, and students. The study aimed to determine the extent to which multiple intelligences are incorporated into teaching practices for students with intellectual disabilities. The results revealed that while some intelligences, such as intrapersonal, interpersonal, and bodily-kinesthetic, are applied more frequently, others, like musical, linguistic, and naturalistic, are rarely used. These findings highlight the uneven application of differentiated teaching strategies. The research concludes that there is a need to strengthen teacher training and pedagogical practices that address the cognitive diversity of students. It recommends the implementation of inclusive and personalized educational strategies based on the multiple intelligence’s framework, to foster meaningful learning and improve the quality of education for students with intellectual disabilities. | |
| dc.description.abstract | Este estudio analiza el uso de las inteligencias múltiples como estrategias de enseñanza en niños con discapacidad intelectual en el Centro Educativo Bilingüe Agustín Pérez Colmenares. A través de un enfoque cuantitativo, se evaluaron diversas practicas pedagógicas mediante encuestas, observaciones y entrevistas aplicadas a docentes, padres. El objetivo fue determinar en qué medida se integran las inteligencias múltiples en el proceso educativo de esta población estudiantil. Los hallazgos revelan una aplicación desigual de estas estrategias mientras que las inteligencias intrapersonal, interpersonal y kinestésica se promueven con mayor frecuencia, otras como la musical, lingüística y naturalista son poco desarrolladas. Esto sugiere la necesidad de reforzar la capacidad docente y de implementar enfoques pedagógicos que consideren la diversidad cognitiva de los estudiantes. Es estudio destaca la importancia de adaptar el entorno escolar para fomentar una enseñanza inclusiva, personalizada y significativa. Finalmente, se presenta recomendaciones concretas para fortalecer la aplicación de las inteligencias múltiples como herramienta educativa clave en la atención a estudiantes con discapacidad intelectual. | |
| dc.description.sponsorship | This research analyzes the implementation of Multiple Intelligences Theory as a teaching strategy for children with intellectual disabilities at the Agustín Pérez Colmenares Bilingual Education Center in Veraguas, Panama. Through a non experimental, descriptive, and quantitative approach, information was collected using surveys, classroom observations, and interviews directed at regular and special education teachers, parents, and students. The study aimed to determine the extent to which multiple intelligences are incorporated into teaching practices for students with intellectual disabilities. The results revealed that while some intelligences, such as intrapersonal, interpersonal, and bodily-kinesthetic, are applied more frequently, others, like musical, linguistic, and naturalistic, are rarely used. These findings highlight the uneven application of differentiated teaching strategies. The research concludes that there is a need to strengthen teacher training and pedagogical practices that address the cognitive diversity of students. It recommends the implementation of inclusive and personalized educational strategies based on the multiple intelligence’s framework, to foster meaningful learning and improve the quality of education for students with intellectual disabilities. | |
| dc.format | application/pdf | |
| dc.format.extent | 177 páginas | |
| dc.identifier.uri | https://repositorio2.udelas.ac.pa/handle/123456789/1667 | |
| dc.language | spa | |
| dc.publisher | Universidad Especializada de las Américas | |
| dc.relation.uri | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.rights | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.rights.license | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.subject | inteligencias múltiples | |
| dc.subject | enseñanza inclusiva | |
| dc.subject | discapacidad intelectual | |
| dc.subject | estrategias pedagógicas | |
| dc.subject | educación especial | |
| dc.subject | multiple intelligences | |
| dc.subject | inclusive education | |
| dc.subject | intellectual disability | |
| dc.subject | teaching strategies | |
| dc.subject | special education | |
| dc.title | Enseñanza a niños con discapacidad intelectual, con base a inteligencias múltiples, un centro educativo de Veraguas, 2025 | |
| dc.type | Thesis | |
| dc.type | info:eu-repo/semantics/bachelorThesis | |
| dc.type | info:eu-repo/semantics/updatedVersion | |
| repositorio.trabajodegrado.carrera | Licenciatura en Educación Especial | |
| repositorio.trabajodegrado.facultad | Facultad de Educación Especial y Pedagogía | |
| repositorio.trabajodegrado.sede | Panamá | |
| repositorio.trabajodegrado.tipo | Tesis - Licenciatura |