Estrategias pedagógicas para fomentar la autonomía en estudiantes con discapacidad visual en el Instituto Panameño de Habilitación Especial, Santiago, 2025

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dc.contributor.advisorVásquez, Jilma
dc.creatorNúñez Pimentel, Lineth del Carmen
dc.date.accessioned2026-06-22T15:03:56Z
dc.date.available2026-06-22T15:03:56Z
dc.date.issued2026-03-15
dc.descriptionAutonomy is a fundamental pillar for the full inclusion of students with visual impairments. Recognizing that visual limitations and, at times, overprotection, can lead to dependence, this research explores the implementation of pedagogical strategies aimed at enhancing their independence in various contexts. Key actions include Orientation and Mobility training for safe navigation, the integration of Assistive Technology to improve information access and self-direction in learning, and the application of the Expanded Core Curriculum, which complements academic instruction with independent living skills, social skills, and AT use. We also want to identify the pedagogical strategies used with visual impairment in the classroom and evaluate the effectiveness of the identified pedagogical strategies in promoting autonomy in students with visual impairment. In addition, the promotion of self- determination is crucial, promoting decision making and self- regulation of the student. The relevance of multisensory and experiential learning is emphasized for constructing meaningful knowledge through direct interaction. Furthermore, fostering self-determination is crucial, promoting student decision making and self-regulation. A cross-cutting element is the collaboration among the school, family, and community, forming a vital supportive environment for their development. Finally, the importance of metacognitive strategies is highlighted; these empower students with "knowing what," "knowing how," and "knowing when and why" to apply their learning, thereby strengthening their self-efficacy, self esteem, and assertive communication, allowing them to adapt these skills to their specific contexts.
dc.description.abstractLa autonomía es un pilar fundamental para la inclusión plena de estudiantes con discapacidad visual. Reconociendo que la limitación visual y, en ocasiones, la sobreprotección puede generar dependencia, esta investigación busca diseñar estrategias pedagógicas que fomenten la autonomía en estudiantes con discapacidad visual en diversos contextos. Las acciones clave incluyen el entrenamiento en Orientación y Movilidad para el desplazamiento seguro, la integración de Tecnología Asistiva para mejorar el acceso a la información y la autodirección en el aprendizaje, y la aplicación del Currículo Central Expandido, que complementa la formación académica con habilidades de vida independiente, sociales y de uso de Tecnología Asistiva. También se busca identificar las estrategias pedagógicas que se utilizan con estudiantes con discapacidad visual en el aula y evaluar la efectividad de dichas estrategias en el fomento de la autonomía en estudiantes con discapacidad visual. Además, el fomento de la autodeterminación es crucial, promoviendo la toma de decisiones y la autorregulación del estudiante. Un elemento transversal es la colaboración entre la escuela, la familia y la comunidad, que cohesiona un entorno de apoyo vital para su desarrollo. Finalmente, se destaca la importancia de las estrategias metacognitivas, que capacitan al estudiante en el “saber cómo” y el “saber cuándo y por qué” aplicar sus aprendizajes, lo cual fortalece su autoestima y comunicación asertiva, permitiéndoles adaptar estas habilidades a sus contextos específicos.
dc.description.sponsorshipAutonomy is a fundamental pillar for the full inclusion of students with visual impairments. Recognizing that visual limitations and, at times, overprotection, can lead to dependence, this research explores the implementation of pedagogical strategies aimed at enhancing their independence in various contexts. Key actions include Orientation and Mobility training for safe navigation, the integration of Assistive Technology to improve information access and self-direction in learning, and the application of the Expanded Core Curriculum, which complements academic instruction with independent living skills, social skills, and AT use. We also want to identify the pedagogical strategies used with visual impairment in the classroom and evaluate the effectiveness of the identified pedagogical strategies in promoting autonomy in students with visual impairment. In addition, the promotion of self- determination is crucial, promoting decision making and self- regulation of the student. The relevance of multisensory and experiential learning is emphasized for constructing meaningful knowledge through direct interaction. Furthermore, fostering self-determination is crucial, promoting student decision making and self-regulation. A cross-cutting element is the collaboration among the school, family, and community, forming a vital supportive environment for their development. Finally, the importance of metacognitive strategies is highlighted; these empower students with "knowing what," "knowing how," and "knowing when and why" to apply their learning, thereby strengthening their self-efficacy, self esteem, and assertive communication, allowing them to adapt these skills to their specific contexts.
dc.formatapplication/pdf
dc.format.extent102 páginas
dc.identifier.urihttps://repositorio2.udelas.ac.pa/handle/123456789/1678
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 multisensorial
dc.subjectautoeficacia
dc.subjectautonomía
dc.subjectcomunicación asertiva
dc.subjectdiscapacidad visual
dc.subjectestrategias
dc.subjectmetacognición
dc.subjectassertive communication
dc.subjectautonomy
dc.subjectmetacognition
dc.subjectmultisensory learning
dc.subjectself efficacy
dc.subjectstrategies
dc.subjectvisual impairment
dc.titleEstrategias pedagógicas para fomentar la autonomía en estudiantes con discapacidad visual en el Instituto Panameño de Habilitación Especial, Santiago, 2025
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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