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El autorreconocimiento en estudiantes con discapacidad cognitiva como proceso de educación inclusiva en Popayán - Colombia

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Este artículo describe un proceso de investigación-acción destinado a fortalecer el autorreconocimiento de niños con discapacidad cognitiva el grado 3° de una Institución Educativa de Popayán - Colombia. Se tuvo en cuenta el modelo sociocognitivo, como proceso de intervención pedagógica a través de planes de clase con ajustes razonables, el cual se construye a partir de los resultados generados por la evaluación pedagógica realizada a cada estudiante. Los resultados evidencian la importancia de ajustar y realizar un buen proceso de flexibilización curricular basado en estrategias pedagógicas que permitan la oportunidad de adquirir aprendizajes con un mismo propósito para todos, mejorando en la dimensión socio-afectiva el autorreconocimiento de habilidades y destrezas de los estudiantes, la integración y participación de manera activa en clase; y en la dimensión cognitiva el rendimiento académico, al fortalecer el pensamiento lógico con aprendizajes significativos.
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