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Camino hacia la inclusión en educación media superior y superior: voces del profesorado
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Márquez Cabellos, Norma Guadalupe
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Ramos Ramírez, Briseda Noemí
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This study analyzes the perception of the faculty of a public university in Mexico in the process of educational inclusion of high school and higher education students with disabilities and neurodiverse. A descriptive qualitative methodology based on discourse analysis through focus groups has been used. The results highlight actions that facilitate inclusion such as architectural adaptations, adapted technology support, guidance and advice. However, barriers that limit learning and participation focused on the training, guidance and updating of teaching staff are also identified, as well as unfavorable attitudes of the university community towards students with disabilities. It is concluded that inclusive education is the main challenge of Higher Education Institutions to guarantee not only access, permanence and graduation; but the quality, equity and educational equality as a constitutional right of any person.
11 116
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Formación docente para una enseñanza inclusiva : estudio de caso : Universidad de Colima
(Universidad Panamericana, Escuela de Pedagogía, 2021-07-03)
Márquez Cabellos, Norma Guadalupe
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Jiménez García, Sara Aliria
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Moreles Vázquez, Jaime
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The present research aims to describe and analyze teacher training for inclusive teach-ing in four educational programs of Education Dependence Higher (DES) Pedagogy of the University of Colima, Mexico. The work was carried out through a documentary analysis of the corresponding curricular programs. The results show that teacher training for inclu-sive teaching is strengthened when the curricular bases of these degrees include subjects that address values, dilemmas, exercises and content around inclusion to intervene in their pedagogical practice with a population with disabilities, disorders, outstanding skills or in situations of vulnerability. We conclude that these teachings are not yet explicit enough in three of the four undergraduate degrees and their learning is even ignored.
7 107
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Percepción del apoyo social y función familiar en adolescentes con y sin aptitudes sobresalientes
(Universidad Panamericana, Escuela de Pedagogía, 2020-01-26)
Andrade-Sánchez, Adriana Isabel
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Márquez Cabellos, Norma Guadalupe
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
In this study, 707 students participated (459 without outstanding skills and 248 with outstanding skills) from two High Schools in the State of Colima, Mexico. The research is quantitative and the objective was to analyze the similarities and/or differences in the perception of social support and family function of students for secondary education with and without outstanding skills. Two instruments were applied, APGAR and DUKE-UNC-11, they show the perception about social support and family function. The results indicate that students with and without outstanding skills perceive, for the most part; nomofuntional families and very few with family dysfunction. However, some differences in functional social support and poor support are identified due to the characteristics of the study population.
9 323
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Estrategias cognitivas y metacognitivas en estudiantes de educación secundaria con aptitudes sobresalientes
(Universidad Panamericana, Escuela de Pedagogía, 2017-07-10)
Márquez Cabellos, Norma Guadalupe
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Andrade-Sánchez, Adriana Isabel
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Cuevas Romo, Julio
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This article addresses a study of 254 high school adolescents with outstanding skills, focusing on the identification of cognitive strate-gies and metacognitive strategies from the perspective of the Learning Strategies Questionnaire —CEA— (Beltrán, Pérez and Ortega, 2006). The research is quantitative. The results allow to identify the learning profile, the applied cognitive and metacognitive strategies previously, during and after resolve a problem; which made it possible to affirm the importance of developing cognitive and metacognitive strate-gies aimed at acquiring tools for autonomous work, self-regulated work, planning, evaluation and self-learning control, to get success in different study areas
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