Intervención docente en materia de inclusión educativa en el Instituto General Tomás Herrera, Coclé, 2024

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dc.contributor.advisorMartínez, Odilia
dc.creatorJuárez Atencio, Jeniffer Massiel
dc.date.accessioned2026-04-27T15:31:10Z
dc.date.available2026-04-27T15:31:10Z
dc.date.issued2025-03-15
dc.descriptionThe objective of this study is to analyze the teacher’s intervention in the matter of educational inclusion at the General Tomás Herrera Institute, located in the province of Coclé, as well as the implications and challenges faced by teachers. The aim is to provide them with training in strategies and resources that support students with special educational needs. Since the teacher is one of the key components for the development of quality inclusive education that seeks to integrate everyone equally, the goal is to eliminate learning barriers. For this reason, the research design follows a non-experimental approach, as the data was collected at a specific point in time. It is a descriptive study in which the information is gathered without altering the environment. According to the results obtained, to meet the needs of the students, there are significant areas where improvement is required, especially in the consistent implementation of inclusive practices, the adaptation of spaces, and the ongoing training of teachers. These aspects are fundamental to ensuring that all students, regardless of their needs, have access to equitable and quality education.
dc.description.abstractEste estudio tiene como objetivo analizar la intervención docente en materia de inclusión educativa en el Instituto General Tomás Herrera, ubicado en la provincia de Coclé, así como las implicaciones y desafíos que enfrentan los docentes. Se busca capacitar a los educadores en estrategias y recursos que apoyen a los estudiantes con necesidades educativas especiales, ya que el docente es un componente clave para desarrollar una educación inclusiva de calidad, que integre a todos por igual y elimine las barreras de aprendizaje. Por tal motivo, el diseño de investigación corresponde a un enfoque no experimental, ya que los datos se recopilaron en un momento específico. Además, se trata de un estudio descriptivo en el que la información se obtuvo sin alterar el entorno. De acuerdo con los resultados obtenidos, se identificaron áreas clave que requieren mejoras para atender las necesidades del alumnado, en especial la implementación constante de prácticas inclusivas, la adecuación de los espacios y la actualización continua del profesorado. Estos aspectos son esenciales para asegurar que todos los estudiantes, independientemente de sus necesidades, accedan a una educación equitativa y de calidad.
dc.description.sponsorshipThe objective of this study is to analyze the teacher’s intervention in the matter of educational inclusion at the General Tomás Herrera Institute, located in the province of Coclé, as well as the implications and challenges faced by teachers. The aim is to provide them with training in strategies and resources that support students with special educational needs. Since the teacher is one of the key components for the development of quality inclusive education that seeks to integrate everyone equally, the goal is to eliminate learning barriers. For this reason, the research design follows a non-experimental approach, as the data was collected at a specific point in time. It is a descriptive study in which the information is gathered without altering the environment. According to the results obtained, to meet the needs of the students, there are significant areas where improvement is required, especially in the consistent implementation of inclusive practices, the adaptation of spaces, and the ongoing training of teachers. These aspects are fundamental to ensuring that all students, regardless of their needs, have access to equitable and quality education.
dc.formatapplication/pdf
dc.format.extent147 páginas
dc.identifier.urihttps://repositorio2.udelas.ac.pa/handle/123456789/1634
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.subjectdiscapacidad
dc.subjectenfoque inclusivo
dc.subjectestrategias de aprendizaje
dc.subjectinclusión educativa
dc.subjectintervención docente
dc.subjectnecesidades educativas especiales
dc.subjectdisability
dc.subjecteducational inclusion
dc.subjectinclusive approach
dc.subjectlearning strategies
dc.subjectteacher intervention
dc.subjectspecial educational needs
dc.titleIntervención docente en materia de inclusión educativa en el Instituto General Tomás Herrera, Coclé, 2024
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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