Competencias del Docente para la atención de estudiantes con Capacidades Especiales y sus implicaciones en la Aprehensión de Conocimientos

Schools in Panama have a challenge, the inclusion of students with special abilities to regular classrooms and in turn the development of a pedagogy with a single address, the student training.

Abstract

• Fecha de recepción, enero 2019
• Fecha de aprobación, febrero 2019
• Pages: 4

It was determined which are the competences of the teachers for the attention of children with special educational abilities, in the primary section and what implications there may be in the apprehension of knowledge of the students, circuit of Changuinola, province of Bocas del Toro.  The study has a mixed approach, descriptive-explanatory scope and non-experimental design.  The data was collected using one of a direct observation guide, questionnaire, checklist and validated surveys applied to teachers, managers and parents.  It was recorded that 40.9% of teachers state that the components of the national plan of inclusive education have well-defined theoretical definitions, while 59.12% assure that the plan does not have the requirements, guidelines, parameters, necessary to carry out Inclusive Education in Panama.  It can be concluded that there are deficiencies in the teaching-learning process, being the lack of updating and innovations with a traditional methodology that does not conform to the current demands of inclusive education in the Region.