Estereotipos de la discapacidad en el espacio escolar. Estudio de caso en la Unidad Educativa FESVIP

Abstract

There are multiple stereotypes in teaching and learning methods, which allow for exclusion or inclusion in the school space mediated by teachers and students. Therefore, it should affect the socialization and interaction of students because in majority of cases it could generate exclusion. In the case of promoting an inclusion is oriented from the management of curriculum adaptation processes, several students who have been welcomed in regular institutions where it should reflect or reflect the value of the role of the teacher to break the taboo on the subject that disability. In recent years, an important space was opened towards the rights to education of individuals with disabilities. Since the approval of the Constitution of 2008, Ecuadorian disabled people have been allowed access to regular institutions as part of this inclusion. The case study, allows us to cover the problem from a qualitative approach, the study proposes to identify the pedagogical activities that teachers carry out to favor the existence of an environment of inclusion or exclusion in the school space. Likewise, it allows to investigate the labels that are formed in the students around the disability. Finally, through the description of the observation of the interaction and socialization between teachers and students, it will allow to reflect on the role of the teacher in front of the stereotypes produced about disability.