Conocimiento sobre Tartamudez en Docentes de Educación Básica Regular según gestión y nivel del distrito de San Juan de Lurigancho
Date
2024-02-15
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Pontificia Universidad Católica del Perú
Abstract
En el contexto de una educación inclusiva el rol docente es fundamental, por lo cual se debe
tener conocimientos básicos que permitan detectar al estudiante que tartamudea para derivar
con un especialista en tartamudez y así asegurar las competencias comunicacionales
necesarias para un buen desenvolvimiento tanto en lo personal como académico. Esta
investigación es de carácter descriptivo, comparativo y metodológico, ya que, busca
determinar el nivel de conocimiento sobre la tartamudez que caracteriza a los docentes de
educación básica regular del distrito de San Juan de Lurigancho. Con una muestra elegida
de manera intencional con 240 docentes de la Educación Básica Regular de ambas gestiones
educativas; públicas y privadas, de los niveles educativos inicial, primaria y secundaria;
resultando que el 31,1% de docentes de las instituciones educativas públicas se
encuentra en un nivel deficiente, y, en menor porcentaje, el 11,3% que se ubica en buen
nivel; y los docentes de las instituciones educativas privadas, el 27% se encuentra con
nivel deficiente, y el 24,7% que se ubica con buen nivel, por lo cual se concluye que
existen diferencias significativas en el conocimiento sobre la tartamudez en docentes, de
acuerdo al tipo de gestión educativa, pero no en cuanto a los niveles educativos en los que
elaboran los docentes. Siendo el instrumento revisado y adaptado para tal fin; indicando los
resultados con la prueba binomial que es válido para su aplicabilidad y que cumple con el
requisito psicométrico de fiabilidad para su administración a la muestra de estudio
In the context of inclusive education, the role of the teacher is fundamental, so it is necessary to have basic knowledge to detect the student who stutters in order to refer to a specialist in stuttering and thus ensure the necessary communication skills for a good personal and academic development. This research is descriptive, comparative and methodological, since it seeks to determine the level of knowledge about stuttering that characterizes regular basic education teachers in the district of San Juan de Lurigancho. With an intentionally selected sample of 240 teachers of Regular Basic Education of both public and private educational institutions, at the initial, primary and secondary levels, it was found that 31.1% of teachers in public educational institutions are at a deficient level, and, to a lesser extent, 11.3% are at a good level; The results showed that 27% of teachers in private educational institutions had a deficient level and 24.7% had a good level, which leads to the conclusion that there are significant differences in the knowledge of stuttering among teachers, according to the type of educational management, but not in terms of the educational levels at which the teachers work. Being the instrument revised and adapted for this purpose; indicating the results with the binomial test that it is valid for its applicability and that it fulfills the psychometric requirement of reliability for its administration to the study sample.
In the context of inclusive education, the role of the teacher is fundamental, so it is necessary to have basic knowledge to detect the student who stutters in order to refer to a specialist in stuttering and thus ensure the necessary communication skills for a good personal and academic development. This research is descriptive, comparative and methodological, since it seeks to determine the level of knowledge about stuttering that characterizes regular basic education teachers in the district of San Juan de Lurigancho. With an intentionally selected sample of 240 teachers of Regular Basic Education of both public and private educational institutions, at the initial, primary and secondary levels, it was found that 31.1% of teachers in public educational institutions are at a deficient level, and, to a lesser extent, 11.3% are at a good level; The results showed that 27% of teachers in private educational institutions had a deficient level and 24.7% had a good level, which leads to the conclusion that there are significant differences in the knowledge of stuttering among teachers, according to the type of educational management, but not in terms of the educational levels at which the teachers work. Being the instrument revised and adapted for this purpose; indicating the results with the binomial test that it is valid for its applicability and that it fulfills the psychometric requirement of reliability for its administration to the study sample.
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Keywords
Tartamudez, Educación inclusiva, Igualdad de oportunidades en educación
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