Barreras educativas en el proceso de enseñanza aprendizaje en estudiantes con discapacidad intelectual IPHE, Veraguas
| dc.contributor.author | Barría, Marcos | |
| dc.date.accessioned | 2026-05-05T17:20:21Z | |
| dc.date.available | 2026-05-05T17:20:21Z | |
| dc.date.issued | 2025-03-15 | |
| dc.description | The objective of this study was to investigate learning barriers within the context of the IPHE in Veraguas for students with intellectual disabilities. The research was characterized as descriptive, quantitative, non-experimental, and cross-sectional. The unit of analysis consisted of 13 teachers, who provided the necessary information for the diagnosis of the institutional educational reality. The main result achieved was the confirmation of the hypothesis through the identification of a critical gap between teacher academic training and institutional reality: although the teaching staff has bachelor's degrees, 87% have less than one year of specific experience. Likewise, it was detected that architectural barriers (54% lack of accessibility) and low technological implementation (40% nullity) constitute the main obstacles limiting the development of adaptive functioning and the success of the educational process in this population. | |
| dc.description.abstract | El presente trabajo tuvo como objetivo investigar las barreras de aprendizaje en el contexto del IPHE de Veraguas para estudiantes con discapacidad intelectual. El estudio se tipificó como descriptivo, cuantitativo, no experimental y de corte transversal. La unidad de análisis estuvo conformada por 13 docentes, quienes aportaron la información necesaria para el diagnóstico de la realidad educativa institucional. El principal resultado logrado fue la confirmación de la hipótesis mediante la identificación de una brecha crítica entre la formación académica docente y la realidad institucional: aunque el profesorado posee niveles de licenciatura, el 87% cuenta con menos de un año de experiencia específica. Asimismo, se detectó que las barreras arquitectónicas (54% de falta de accesibilidad) y la escasa implementación tecnológica (40% de nulidad) constituyen los principales obstáculos que limitan el desarrollo del funcionamiento adaptativo y el éxito del proceso educativo en esta población. | |
| dc.description.sponsorship | The objective of this study was to investigate learning barriers within the context of the IPHE in Veraguas for students with intellectual disabilities. The research was characterized as descriptive, quantitative, non-experimental, and cross-sectional. The unit of analysis consisted of 13 teachers, who provided the necessary information for the diagnosis of the institutional educational reality. The main result achieved was the confirmation of the hypothesis through the identification of a critical gap between teacher academic training and institutional reality: although the teaching staff has bachelor's degrees, 87% have less than one year of specific experience. Likewise, it was detected that architectural barriers (54% lack of accessibility) and low technological implementation (40% nullity) constitute the main obstacles limiting the development of adaptive functioning and the success of the educational process in this population. | |
| dc.identifier.uri | https://repositorio2.udelas.ac.pa/handle/123456789/1652 | |
| dc.language.iso | es | |
| dc.publisher | Universidad Especializada de las Américas | |
| dc.subject | discapacidad intelectual | |
| dc.subject | barreras educativas | |
| dc.subject | educación especial | |
| dc.subject | inclusión | |
| dc.subject | IPHE | |
| dc.subject | intellectual disability | |
| dc.subject | educational barriers | |
| dc.subject | special education | |
| dc.subject | inclusion | |
| dc.title | Barreras educativas en el proceso de enseñanza aprendizaje en estudiantes con discapacidad intelectual IPHE, Veraguas | |
| dc.type | Thesis |