Estrategias metodológicas utilizadas por los docentes en estudiantes con discapacidad múltiple

Abstract

Multiple disabilities in the educational context, although it is a recurring theme worldwide, still lacks information in the training processes that allows more individualized teaching and where the student manages to use what they have learned as a significant experience; hence the need for scientific research to support the above. Mainly the purpose of the investigative work was to determine the methodological strategies used by teachers in the course of teaching - learning of students with the case mentioned in the Don Bosco Salesian Technical College in Quito, Ecuador. The sample was taken intentionally and was made up of 15 teachers from this institution. The qualitative, descriptive and field approach was used. Likewise, the tool used for the investigation of information was the survey. Among so many results obtained, it was evidenced that the most used methodological strategies are communicational and evaluative; In the first group, bimodal, assisted communication stands out, supported by graphics, boards, technological tools and facial lip reading; while in the second group written, oral, procedural or processfocused evaluation, participation in games, tests, questionnaires prevail. The research revealed that teachers to carry out an inclusive and individualized education with these students need several strategies given the disabilities they present and their severity.