Manual de juegos adaptados para el desarrollo de las áreas habilitatorias en estudiantes con discapacidad intelectual

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dc.contributor.advisorVega, Dalila
dc.creatorVásquez Mendoza, Yissibell Yussara
dc.date.accessioned2025-07-09T15:43:04Z
dc.date.available2025-07-09T15:43:04Z
dc.date.issued2024-03-15
dc.descriptionThis study was carried out at the Luz de Alegria School of IPHE - Herrera Extension, with the purpose of analyzing the impact of adapted games on the integral development of students with intellectual disabilities. The research sought to apply inclusive strategies that favored learning and active participation of students, promoting their cognitive, motor and socio-affective development in the school environment. A mixed methodological design was used, combining quantitative and qualitative approaches. The population included students with intellectual disabilities, specialized teachers, a multidisciplinary technical team and families. Techniques such as interviews, surveys, observations and discussions were used. Quantitative data were analyzed using descriptive and inferential statistics, and qualitative data were analyzed using thematic analysis to identify patterns and trends. The findings revealed that the adapted games contributed significantly to the development of cognitive, motor and socio-affective skills. These games improved motor coordination, stimulated critical reasoning and strengthened students' social bonds, fostering their inclusion and emotional well being. Both teachers and parents positively valued this pedagogical strategy, highlighting its effectiveness and usefulness, and the adapted games are a key pedagogical tool to promote inclusive and meaningful teaching in students with intellectual disabilities. It is recommended to develop a practical manual to guide teachers in the planning and implementation of these activities, promoting the improvement of inclusive practices and the replicability of the experience in other schools.
dc.description.abstractEste estudio se llevó a cabo en la Escuela Luz de Alegría del IPHE – Extensión de Herrera, con el propósito de analizar el impacto de los juegos adaptados en el desarrollo integral de estudiantes con discapacidad intelectual. La investigación busca aplicar estrategias inclusivas que favorezcan el aprendizaje y la participación activa de los estudiantes, promoviendo su desarrollo cognitivo, motor y socioafectivo en el entorno escolar. Se empleó un diseño metodológico mixto, combinando enfoques cuantitativos y cualitativos. La población incluyó estudiantes con discapacidad intelectual, docentes especializados, un equipo técnico multidisciplinario y padres de familias. Se utilizaron técnicas como entrevistas, encuestas, observaciones y conversatorios. Los datos cuantitativos fueron analizados mediante estadística descriptiva e inferencial, y los cualitativos a través de análisis temático para identificar patrones y tendencias. Los hallazgos revelaron que los juegos adaptados contribuyen significativamente al desarrollo de habilidades cognitivas, motoras y socioafectivas. Estos juegos mejoraron la coordinación motora, estimularon el razonamiento crítico y fortalecieron los vínculos sociales de los estudiantes, fomentando su inclusión y bienestar emocional. Tanto docentes como padres valoraron positivamente esta estrategia pedagógica, destacando su eficacia y utilidad. Estos juegos adaptados son una herramienta pedagógica clave para promover una enseñanza inclusiva y significativa en estudiantes con discapacidad intelectual. Se recomienda desarrollar un manual práctico para orientar a los docentes en la planificación e implementación de estas actividades, promoviendo la mejora de las prácticas inclusivas y la replicabilidad de la experiencia en otros centros educativos.
dc.description.sponsorshipThis study was carried out at the Luz de Alegria School of IPHE - Herrera Extension, with the purpose of analyzing the impact of adapted games on the integral development of students with intellectual disabilities. The research sought to apply inclusive strategies that favored learning and active participation of students, promoting their cognitive, motor and socio-affective development in the school environment. A mixed methodological design was used, combining quantitative and qualitative approaches. The population included students with intellectual disabilities, specialized teachers, a multidisciplinary technical team and families. Techniques such as interviews, surveys, observations and discussions were used. Quantitative data were analyzed using descriptive and inferential statistics, and qualitative data were analyzed using thematic analysis to identify patterns and trends. The findings revealed that the adapted games contributed significantly to the development of cognitive, motor and socio-affective skills. These games improved motor coordination, stimulated critical reasoning and strengthened students' social bonds, fostering their inclusion and emotional well being. Both teachers and parents positively valued this pedagogical strategy, highlighting its effectiveness and usefulness, and the adapted games are a key pedagogical tool to promote inclusive and meaningful teaching in students with intellectual disabilities. It is recommended to develop a practical manual to guide teachers in the planning and implementation of these activities, promoting the improvement of inclusive practices and the replicability of the experience in other schools.
dc.formatapplication/pdf
dc.format.extent124 páginas
dc.identifier.doihttps://doi.org/10.57819/bvyc-yw76
dc.identifier.urihttps://repositorio2.udelas.ac.pa/handle/123456789/1493
dc.languagespa
dc.publisherUniversidad Especializada de las Américas
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightshttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rights.licensehttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subjectjuegos adaptados
dc.subjectdiscapacidad intelectual
dc.subjectdesarrollo integral
dc.subjectenseñanza inclusiva
dc.subjectparticipación activa
dc.titleManual de juegos adaptados para el desarrollo de las áreas habilitatorias en estudiantes con discapacidad intelectual
dc.title.alternativeEstudio realizado en la Escuela Luz Alegría del IPHE – Extensión de Herrera
dc.typeThesis
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typeinfo:eu-repo/semantics/updatedVersion
repositorio.trabajodegrado.carreraMaestría en Educación Especial
repositorio.trabajodegrado.facultadDecanato de Postgrado
repositorio.trabajodegrado.sedePanamá
repositorio.trabajodegrado.tipoTesis - Maestría

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