Estrategias lúdicas pertinentes para viabilizar la inclusión social. Estudiante con Síndrome Down. Escuela San Cristóbal

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dc.contributor.advisorAguilar, Tenaura
dc.creatorConcepción Aparicio, María Isabel
dc.date.accessioned2026-03-26T14:28:31Z
dc.date.available2026-03-26T14:28:31Z
dc.date.issued2020-03-15
dc.descriptionThe present investigation had as a general objective to investigate and recognize ludic strategies for social inclusion in a subject with Down Syndrome from the San Cristóbal School, David. As specific objectives, the study sought to identify the skills that would make them more independent in the activities of daily life and to find out if the participation of their relatives and classmates determined a favorable attitude towards the social inclusion of the student and also to demonstrate which were the best ludic strategies to improve their social inclusion. The methodology used had a qualitative action research design, since the researcher observes and intervenes to address the problem. The type of study was exploratory and descriptive, since playful strategies were applied to strengthen the social inclusion of the student. The participant was a 7-year-old student who was in first grade at the San Cristóbal School, David corregimiento. A field observation sheet was used as a data collection technique. The results showed that the recreational activities used improved the communication and social skills of the student, as well as a greater participation of their relatives in their education.
dc.description.abstractLa presente investigación tuvo como objetivo general indagar y reconocer estrategias lúdicas para la inclusión social en un sujeto con Síndrome Down de la Escuela San Cristóbal, David. Como objetivos específicos el estudio buscó identificar las habilidades que lo hicieran más independientes en las actividades de la vida diaria y conocer si la participación de sus familiares y compañeros determinaba una actitud favorable, ante la inclusión social del estudiante y además, demostrar cuáles eran las mejores estrategias lúdicas para mejorar su inclusión social. La metodología utilizada tuvo un diseño cualitativo de investigación acción, ya que, el investigador observa e interviene para atender la problemática. El tipo de estudio fue exploratorio y descriptivo, puesto que se aplicó estrategias lúdicas para fortalecer la inclusión social del estudiante. El participante fue un estudiante de 7 años de edad quien cursaba el primer grado en la Escuela San Cristóbal, corregimiento de David. Como técnica de recolección de datos se utilizó una hoja de observación de campo. Los resultados mostraron que las actividades lúdicas utilizadas mejoraron la comunicación y las habilidades sociales del estudiante, así como una mayor participación de sus familiares en su educación.
dc.description.sponsorshipThe present investigation had as a general objective to investigate and recognize ludic strategies for social inclusion in a subject with Down Syndrome from the San Cristóbal School, David. As specific objectives, the study sought to identify the skills that would make them more independent in the activities of daily life and to find out if the participation of their relatives and classmates determined a favorable attitude towards the social inclusion of the student and also to demonstrate which were the best ludic strategies to improve their social inclusion. The methodology used had a qualitative action research design, since the researcher observes and intervenes to address the problem. The type of study was exploratory and descriptive, since playful strategies were applied to strengthen the social inclusion of the student. The participant was a 7-year-old student who was in first grade at the San Cristóbal School, David corregimiento. A field observation sheet was used as a data collection technique. The results showed that the recreational activities used improved the communication and social skills of the student, as well as a greater participation of their relatives in their education.
dc.formatapplication/pdf
dc.format.extent98 páginas
dc.identifier.urihttps://repositorio2.udelas.ac.pa/handle/123456789/1574
dc.languagespa
dc.publisherUniversidad Especializada de las Américas
dc.relation.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rightshttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.licensehttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subjectaprendizaje
dc.subjectestrategias lúdicas
dc.subjecthabilidades cognitivas
dc.subjectinclusión educativa
dc.subjectinclusión social
dc.subjectjuegos simbólicos
dc.subjectsíndrome de down
dc.subjectcognitive skills
dc.subjectdown syndrome
dc.subjecteducational inclusion
dc.subjectplayful strategies
dc.subjectsocial inclusion
dc.subjectlearning
dc.subjectsymbolic games
dc.titleEstrategias lúdicas pertinentes para viabilizar la inclusión social. Estudiante con Síndrome Down. Escuela San Cristóbal
dc.typeThesis
dc.typeinfo:eu-repo/semantics/bachelorThesis
dc.typeinfo:eu-repo/semantics/updatedVersion
repositorio.trabajodegrado.carreraLicenciatura en Educación Especial
repositorio.trabajodegrado.facultadFacultad de Educación Especial y Pedagogía
repositorio.trabajodegrado.sedePanamá
repositorio.trabajodegrado.tipoTesis - Licenciatura

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