¿Cómo generar y fortalecer procesos de comunicación, lectura y escritura de niños y niñas con discapacidad sensorial y cognitiva en aulas regulares de la I.E.D. Rural José Celestino Mutis?

Abstract

This research focused on the implementation of national and international policies on inclusive education in regular classrooms, taking as specific case those of I.E.D. Rural José Celestino Mutis of the city of Bogota D.C. The initial purpose was to investigate how the pedagogical methodologies and the curricular adaptations that involve the presence of students with different types of disability are carried out and how the academic community relates and conceives them within the institution and specifically in the classrooms. The field work was carried out between 2015 and 2017, for this period, in addition to the aforementioned regulations, Statutory Law No. 1618 of February 27, 2013 presented the provisions to guarantee and ensure the full exercise of the rights of persons with disabilities, seeking the adoption of inclusion measures and affirmative actions that contribute to the elimination of all forms of discrimination.