Sistema de talleres de preparación para la inclusión laboral de estudiantes con discapacidad intelectual del Instituto de Parálisis Cerebral del Azuay.

Abstract

The present research aims to propose a workshop system aimed at preparing for labor inclusion, focused on the development of adaptive skills in a student with intellectual disabilities. It is based on theoretical foundations surrounding the concepts of intellectual disabilities, supported by authors like Ke and Liu (2017), as well as Valdespino and Lobera (2010). The concept of labor inclusion, as proposed by the Ecuadorian Ministry of Labor Relations (2013) and Ordóñez (2011), is also detailed. This study is grounded in the hermeneutic paradigm and is carried out through a qualitative approach, utilizing a single case study methodology involving a student with an intellectual disability. Various techniques and instruments were employed for data collection, including observation, interviews, document analysis, and data triangulation. The results were analyzed through the triangulation of information, focusing on categories and dimensions. The main findings highlight the lack of pre-employment guidance due to the absence of workshops that prepare students for the workforce. To address this gap, a workshop system is proposed that focuses on the development of adaptive skills for labor inclusion. In conclusion, the lack of preparation affects students' ability to find employment and navigate their professional lives. It is essential for the institution to implement programs and resources to address this deficiency and provide students with the necessary tools for their future careers.