Comprensión de la Discapacidad en la Educación Intercultural Bilingüe

Abstract

The research was carried out in the Bilingual Intercultural Educational Unit Amauta Aampi, located in the city of Puyo in the province of Pastaza. For the study, some grades were considered in which the existence of students with physical or intellectual disabilities is known, the grades taken as a sample were the classroom of leveling and pedagogical acceleration, third, fifth, seventh and eighth grades. The recorded cases of students with disabilities are six in total but the interviews applied were addressed to the teachers of the aforementioned classrooms and some educational policies are also reviewed. The time spent collecting data and research time was four weeks, in addition to some data collections obtained in the previous semester. The general objective was: To analyze the teaching practice applied in the school training of students with disabilities. The goal is the result of a situation or problem evident in the course of pre-professional practices which consists of relegation to students with disabilities in an environment that is considered to be intercultural; because the activities and development of domains in students with disabilities is lower than that of non-disabled peers. To understand what these processes consist of, a conceptual framework was developed, as well as a methodological framework consisting of a case study with a qualitative approach. Subsequently, an analysis of the data obtained and contrasting the action of the teacher, what he thinks and what is raised in the educational policies. The instruments used were observational protocols and interviews applied to teachers, finally issuing conclusions and suggestions that allow inclusive spaces in bilingual intercultural education.