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Herramientas tecnológicas: una vía para la inclusión y aprendizaje de las matemáticas en alumnado con discapacidad auditiva
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Mendoza Arenas, Luis Javier
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
In the present study, we worked with 49 students (26 women and 23 men) of which two present hearing impairment (1 woman and 1 man) from the Thomas Alva Edison Elementary School in the City of Morelia, Michoacán. The research was qualitative with the objective of applying technological tools for learning mathematics with the participating population. Two digital applications were implemented: Monster Numbers and The King of Mathematics that are oriented to the resolution of basic arithmetic operations (addition, subtraction, multiplication, and division). The results indicate that all the participating students had a fruitful learning in mathematical achievement with the use of technological tools because they were able to solve problems, reason, improve their memory and perform mental calculations in a dynamic, interactive and attractive way for obtaining prizes for the passage of levels in the technological game; achieving in this way the execution of a diversified strategy for the intervention with the population that presents the condition of hearing disability.
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Aproximación a las experiencias de vida de jóvenes con discapacidad motriz
(Universidad Panamericana, Escuela de Pedagogía, 2020-07-02)
Saldivar, Andrea
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Alvarado García, Francisco
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The Social Model of Disability opposes the analysis of disability from perspectives of specialists who analyze the phenomenon from outside, from positions of power, which place the target population as less valuable, unable to express their living conditions and to make decisions relevant about it. This work reports the life stories of a group of young people with disabilities, who at the time of the research were higher education students at a private uni-versity in Mexico City. Their stories allow us to observe recurrent patterns on the experien-ce of living with a disability, the recognition of being capable, intelligent, and autonomous young people. However, they also show evidence of the situations that they must overcome to eradicate society’s perception regarding uselessness and dependence.
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La resiliencia en familias que viven la discapacidad, desde un enfoque centrado en la familia
(Universidad Panamericana, Escuela de Pedagogía, 2019-06-24)
Santana Valencia, Emma Verónica
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This work is the result of a doctoral research, which purpose is to know how resilience is built in families that live with a child with disabilities. The questions are: How is family resilience built around a child’s disability? What is the dynamic of the family’s system facing disability? What elements of resilience are observed in families that experience disability with a son of their own? The premise of the study is that every family that has a child or sibling with a disability is capable of being resilient, so that the family can face adversity, identify their strengths and empower themselves based on their choices. To assess this claim, a qualitative methodology was applied with a study-case design and in depth interview with five families. Findings support the conclusion that resilience is a dynamic process that manifests itself in families during life.
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