Ambiente de aprendizaje inclusivo para el desarrollo de la convivencia armónica en niños con discapacidad intelectual moderada del 4to año de EGB de la Unidad Educativa Especial Manuela Espejo.

Abstract

This research focuses its interest on the importance of harmonious coexistence, since it is a set of behaviors and behaviors that, if not encouraged from childhood, could generate difficulties in the affective and cognitive development of the subjects. Therefore, the main objective of this research is to propose an inclusive learning environment for the development of harmonious coexistence in children with moderate intellectual disabilities in the 4th year of EGB of the Special Educational Unit "Manuela Espejo". In this work, an inquiry of information was carried out in several sources, which facilitated the foundation and theoretical support of everything addressed in this research. Likewise, the single case study method was used, of a descriptive type, based on an interpretative paradigm with a qualitative approach. The unit of analysis consisted of a group of 7 students with moderate intellectual disabilities. To collect information, instruments such as the field diary, a semi-structured questionnaire for interviewing the teacher and the documentary analysis guide were used, and data triangulation was used to verify and compare the information. The analysis of the information showed that the group of 7 students have difficulties in coexisting among equals, with aggression, selfishness, lack of values, empathy, tolerance and reciprocity. From this, the intervention proposal arises to contribute to the development of a harmonious coexistence with the design of an inclusive learning environment.