Impacto de las estrategias de inclusión educativa en el desarrollo socioemocional de estudiantes con discapacidad en CEBG John F. Kennedy
| dc.contributor.advisor | Vega, Dalila | |
| dc.creator | Noriega Cortés, Luis Eduardo | |
| dc.date.accessioned | 2026-06-19T23:24:37Z | |
| dc.date.available | 2026-06-19T23:24:37Z | |
| dc.date.issued | 2025-03-15 | |
| dc.description | The present study aimed to analyze the impact of inclusive education strategies on the socio-emotional development of students with disabilities at the John F. Kennedy Basic General Education Center, located in La Arena de Chitré, Herrera Province. The study was conducted under a phenomenological design, with a qualitative approach and a descriptive cross-sectional type. The population consisted of regular classroom teachers, special education teachers, and parents, with an intentional sample of ten participants selected. The data collection technique used was the semi-structured interview. The results showed that the implementation of strategies such as curricular adaptations, differentiated instruction, psych pedagogical support, and collaborative work have a positive influence on strengthening self-esteem, active participation, interpersonal relationships, and emotional self-regulation in students with disabilities. Likewise, limitations were identified related to the lack of specialized teacher training, the scarcity of adapted didactic resources, and the need for greater institutional support. It is concluded that inclusive education strategies, when systematically planned and implemented, contribute significantly to socio-emotional development and to the construction of more equitable and humanized school environments. | |
| dc.description.abstract | La presente investigación tuvo como objetivo analizar el impacto de las estrategias de inclusión educativa en el desarrollo socioemocional de los estudiantes con discapacidad del Centro Educativo Básico General John F. Kennedy, ubicado en La Arena de Chitré, provincia de Herrera. El estudio se desarrolló bajo un diseño fenomenológico, con enfoque cualitativo y de tipo descriptivo de corte transversal. La población estuvo conformada por docentes de aula regular, docentes de educación especial y padres de familia, seleccionándose una muestra intencional de diez participantes. La técnica utilizada para la recolección de datos fue la entrevista semiestructurada. Los resultados evidenciaron que la aplicación de estrategias como las adecuaciones curriculares, la enseñanza diferenciada, el apoyo psicopedagógico y el trabajo colaborativo inciden positivamente en el fortalecimiento de la autoestima, la participación activa, las relaciones interpersonales y la autorregulación emocional de los estudiantes con discapacidad. Asimismo, se identificaron limitaciones relacionadas con la falta de formación especializada del docente, la escasez de recursos didácticos adaptados y la necesidad de mayor acompañamiento institucional. Se concluye que las estrategias de inclusión educativa, cuando son planificadas y aplicadas de manera sistemática, contribuyen significativamente al desarrollo socioemocional y a la construcción de entornos escolares más equitativos y humanizados. | |
| dc.description.sponsorship | The present study aimed to analyze the impact of inclusive education strategies on the socio-emotional development of students with disabilities at the John F. Kennedy Basic General Education Center, located in La Arena de Chitré, Herrera Province. The study was conducted under a phenomenological design, with a qualitative approach and a descriptive cross-sectional type. The population consisted of regular classroom teachers, special education teachers, and parents, with an intentional sample of ten participants selected. The data collection technique used was the semi-structured interview. The results showed that the implementation of strategies such as curricular adaptations, differentiated instruction, psych pedagogical support, and collaborative work have a positive influence on strengthening self-esteem, active participation, interpersonal relationships, and emotional self-regulation in students with disabilities. Likewise, limitations were identified related to the lack of specialized teacher training, the scarcity of adapted didactic resources, and the need for greater institutional support. It is concluded that inclusive education strategies, when systematically planned and implemented, contribute significantly to socio-emotional development and to the construction of more equitable and humanized school environments. | |
| dc.format | application/pdf | |
| dc.format.extent | 122 páginas | |
| dc.identifier.uri | https://repositorio2.udelas.ac.pa/handle/123456789/1676 | |
| 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 | adecuaciones curriculares | |
| dc.subject | desarrollo socioemocional | |
| dc.subject | discapacidad | |
| dc.subject | estrategias pedagógicas | |
| dc.subject | inclusión educativa | |
| dc.subject | curricular adaptations | |
| dc.subject | socio-emotional development | |
| dc.subject | disability | |
| dc.subject | pedagogical strategies | |
| dc.subject | educational inclusion | |
| dc.title | Impacto de las estrategias de inclusión educativa en el desarrollo socioemocional de estudiantes con discapacidad en CEBG John F. Kennedy | |
| 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 |