Gestión educativa: Mecanismo de acompañamiento descentralizado para garantizar los servicios de educación inclusiva dirigida a NNA con discapacidad en la modalidad de EBR
Date
2024-04-17
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Pontificia Universidad Católica del Perú.
Abstract
En este proyecto de innovación se ha buscado identificar que esfuerzos está haciendo el estado
peruano para garantizar los servicios educativos dirigidos a los niños, niñas y adolescentes (NNA)
con discapacidad en la modalidad de educación básica regular (EBR); posterior a este diagnóstico
se ha identificado como un problema público que los servicios educativos dirigidos a esta
población son deficientes. Frente a esta situación, se ha hecho como propuesta un mecanismo
de acompañamiento descentralizado.
En el diseño de esta propuesta se han examinado diversas referencias bibliográficas, así como
la implementación de grupos focales en distintos momentos y entrevistas a actores estratégicos
de los diversos niveles de gestión educativa con el objetivo de validar la propuesta.
Las principales conclusiones de este proyecto son que se requiere la articulación del trabajo de
los actores de diversos niveles de gobierno para lograr cambios significativos en los servicios
educativos ofrecidos por las instituciones educativas (IIEE); la comprensión de que la propuesta
de educación inclusiva implica la valoración de la diversidad todos los estudiantes y en
consecuencia una propuesta pedagógica que brinde múltiples formas de aprender, implica
también garantizar servicios educativos diversos para otras poblaciones históricamente
excluidas; la importancia de involucrar a los distintos actores de la comunidad educativa en el
reto de garantizar servicios educativos inclusivos y de calidad; y, el reconocimiento de que lograr
la educación inclusiva en el sistema educativo es un reto que implica voluntad política y esfuerzos
sostenidos en distintos niveles de gobierno.
This project of innovation aims to identify efforts that Peruvian government is making to provide educational services to children and teenagers with disabilities within Basic Regular Education (EBR) system. After an evaluation we found a public issue, the educational services provided to this population were deficient. In this context, we propose a decentralized support mechanism. Designing this proposal required the examinations of various bibliographical references, use of focus groups at different stages, and interviews with strategic stakeholders from different levels of educational management. All of this was done with the purpose of validating the proposal. The main conclusions of this project are four. First, an articulated work of the various leaders of the government is required to achieve significant changes in the educational services that public schools offer. Second, it is important to improve the comprehension on inclusive education which implies valuing the diversity of all students and consequently pedagogical approaches that provide multiple ways of learning. Moreover, it implies guaranteeing diverse educational services for others historically excluded populations. Third, involving the different agents of the educational community is crucial to guarantee inclusive and quality educational services. Finally, achieving inclusive education in the educational system is a challenge that implies political will and sustained efforts at different levels of the government.
This project of innovation aims to identify efforts that Peruvian government is making to provide educational services to children and teenagers with disabilities within Basic Regular Education (EBR) system. After an evaluation we found a public issue, the educational services provided to this population were deficient. In this context, we propose a decentralized support mechanism. Designing this proposal required the examinations of various bibliographical references, use of focus groups at different stages, and interviews with strategic stakeholders from different levels of educational management. All of this was done with the purpose of validating the proposal. The main conclusions of this project are four. First, an articulated work of the various leaders of the government is required to achieve significant changes in the educational services that public schools offer. Second, it is important to improve the comprehension on inclusive education which implies valuing the diversity of all students and consequently pedagogical approaches that provide multiple ways of learning. Moreover, it implies guaranteeing diverse educational services for others historically excluded populations. Third, involving the different agents of the educational community is crucial to guarantee inclusive and quality educational services. Finally, achieving inclusive education in the educational system is a challenge that implies political will and sustained efforts at different levels of the government.
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Keywords
Educación inclusiva, Ambiente escolar, Personas con discapacidad--Condiciones, Personas con discapacidad--Educación
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