Inclusión de estudiantes con discapacidad motriz mediante estrategias extracurriculares
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La inclusión de estudiantes con discapacidad motriz en educación básica constituye un desafío que demanda respuestas pedagógicas e institucionales pertinentes. El estudio tuvo como objetivo analizar la relación entre las estrategias extracurriculares y la inclusión de estudiantes con discapacidad motriz en una institución de educación básica de Quevedo, Ecuador. Se desarrolló un enfoque cuantitativo, con diseño no experimental, observacional, descriptivo y de corte transversal. La información se recopiló mediante observación del contexto escolar y un cuestionario aplicado a docentes, y se analizó con estadística descriptiva basada en frecuencias y porcentajes. Los resultados evidenciaron la presencia de estudiantes con discapacidad en el aula, una valoración moderada del aporte del proceso de enseñanza, limitaciones en infraestructura y en los métodos empleados, así como una apreciación favorable del apoyo familiar y del potencial de las estrategias extracurriculares. Estas estrategias constituyen un recurso pedagógico pertinente, cuya efectividad depende de planificación, gradualidad y condiciones institucionales adecuadas.
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