Desarrollo de las habilidades del pensamiento espacial a través de los conceptos de área y perı́metro mediante las áreas tiflológicas en niños con discapacidad visual en un aula incluyente.

• Cuadrado-Palomino, Alejandro J. ^[1]
  1. [1] Universidad del Atlántico

     Universidad del Atlántico

     México

     
• Localización: MATUA: Revista de matemática de la universidad del Atlántico, ISSN-e 2389-7422, Vol. 4, Nº. 1, 2017 (Ejemplar dedicado a: Revista de matemática MATUA), págs. 29-38
• Idioma: español
• Títulos paralelos:
  • Development of spatial thinking skills through the concepts of area and perimeter through the typological areas in children with visual impairment in an inclusive classroom
• Enlaces
  • Texto completo
• Resumen
  • español

    El estudiante con discapacidad visual al igual que un niño regular también tiene una necesidad educativa con la diferencia que ésta es especial. Lo que conlleva a que el niño en busca de la aprensión del conocimiento, se valga de sus sentidos restantes para reemplazar de una u otra manera su discapacidad, para ası́ compensar su problema cognitivo. Por este motivo, la inclusión es el factor importante a mejorar. En la actualidad encontramos fundaciones donde niños coneste tipo discapacidad son tratados como iguales, aplicando el tema de la inclusión, lo que permite una igualdad donde el niño está a gusto. Pero ¿cómo podemos integrar sin incluir, o incluir sin integrar? ¿Se ve esta inclusión reflejada en la región?

  • English

    The learner with visual impairment as a regular child also has an educational need with the difference that this is special. Which leads to the child in search of the apprehension of knowledge, are worth his remaining senses to replace their disability in one way or another, to thus offset their cognitive problem. For this reason, the inclusion is important improving factor. Nowadays we find foundations where children with such disabilities are treated as equals, using the theme of inclusion, which allows an equality where the child is comfortable. But, how can integrate without to include, or include without to integrate? Do you see this inclusion in the region?With this perspective, a method and pedagogical strategies that behavior so that help the learner with visual impairments to understand how to solve problems of area and perimeter, so they develop spatial thinking, it is what is being sought. As a result, it is difficult to conceptualize the development of the skills of the learners with visual impairment, although they see reflex in the educational goals of the majority of institutional projects, mostly related to the good performance of mathematics.The National Education Ministry (MEN), talks about some of the duty be institutions. Poses that inclusion means, then, serve with quality and relevance to the needs common and specific to this population present. As previously mentioned, "inclusion", is what you want to show in this work, therefore we want to innovate the educational process to let mark and motivation in the learners, contributing to the development of abilities of spatial thinking through tiflológicas areas.