Construyendo caminos hacia la inclusión educativa: una experiencia desde la enseñanza de la química

Abstract

This research work was conducted in order to investigate about some teaching strategies associated with the study of inorganic oxides, which allow students of grade 1001 of the Luis Eduardo Mora Osejo district school, to be attended in the educational context, without distinction of any kind, including those diagnosed with some kind of disability and considering principles of inclusive education; eleven students participated in this study, including a young man with ASD (autism spectrum disorder); The study of inorganic chemical compounds, specifically oxides, was chosen as a topic, since it is part of the curriculum; a learning module was developed, an instrument consisting of two activities, one of which was conducted experientially, these were worked using the UDL method (universal design for learning) and meaningful learning, thus favoring inclusion in the classroom, a survey was also applied with which information was collected about the perception that students have about disability; it is important to point out that these activities were developed within the framework of the RGPS (gradual progressive and safe return) decreed by the national government, after overcoming the third peak of the pandemic generated by covid 19, for this reason the two instruments were applied in person, while the survey was carried out virtually; This research has its justification in terms of reducing segregation, stigmatization and exclusion in the educational system of students diagnosed with some type of disability; likewise, it favors an approach and possible transformation to the treatment that has been given so far to educational inclusion in Colombia and therefore in state educational centers.