Sistema de Actividades Lúdicas para Mejorar las Conductas Disruptivas en un Estudiante con Síndrome de Down de la Unidad Educativa Especializada “Manuela Espejo”.

Abstract

Down syndrome is characterized by a trisomy in pair 21, that is, by the presence of an extra chromosome in said pair. The aforementioned occasions that throughout the process of maturation and growth of girls and boys, conditions such as aggressive and disruptive behaviors appear, it is worth remembering that these behaviors can occur in people with or without disabilities in the mechanisms of social interaction, complex management of emotions, among others. In this context, the objective of the research was to propose recreational activities based on games in order to improve disruptive behaviors in a fifth-grade student with Down syndrome at the Manuela Espejo Educational Institution. The study uses the interpretive hermeneutic paradigm to understand and reflect the reality of the context investigated in the results obtained. For this purpose, the case study, more specifically the single case study, was used as a research method. This method consists of obtaining information from the reality that is observed in the unit of analysis; for this, techniques and instruments were used that allowed us to investigate and learn more about the student's reality and to be able to obtain the categories of analysis that are the recreational activities and disruptive behaviors and allowed us to further discover the characteristics of Down syndrome. Subsequently, in the practice classroom, observation was used as techniques, which helped to understand the contexts and responses of the selected case; and, the interview that made it possible to complement the information from the teacher's point of view, this information was key to learn more about the disruptive behaviors that the student presented such as: difficulties in following the rules and regulations of the code of coexistence, such as interrupting the class, taking things from other students and raising the tone of voice, which affects teaching. Although sometimes it does not obey immediately, it does so when repeated. He participates well in class and performs better in interactive activities that attract his attention. Field diaries were considered as instruments, which served to record and examine all the information collected in pre-professional practices; Likewise, unstructured interview formats applied to different key informants were considered. As results of the study, a conceptual theoretical framework was developed based on the literature review on disruptive behaviors, focused on Down syndrome; Thus, the disruptive behaviors present in the child were also characterized based on the operationalization processes of the study category and the triangulation of information. Finally, an innovative proposal was designed to channel disruptive behaviors from the game. It is a system of recreational activities to improve the disruptive behaviors of students with Down syndrome and the activities themselves are aimed at all students in the classroom. These activities consist of two blocks, the first involves three sessions and its main objective is in improving mild aggressive behaviors and the second block consists of 4 sessions, which serve to improve restrictive behaviors. Likewise, the importance of carrying out activities and game applications is raised so that parents can interact with their children from home. It is proposed to use a teaching-learning methodology based on Mobile Learning, with the Google Sites platform to describe the activities of each session. The teacher must keep the information updated through WhatsApp so that parents can participate in the sessions and carry out the activities with their children. Finally, conclusions are presented that meet the objectives of the research carried out and it is recommended to apply this system to all students.