Publication: La atención a la diversidad en educación secundaria obligatoria: análisis de necesidades y propuesta de un modelo de organización docente en la Comunidad de Madrid
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2017-08-09
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Universidad Complutense de Madrid
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Abstract
La investigación, parte de la concepción sobre la atención a la diversidad, en los centros de educación secundaria y de cómo, al proponer prácticas encaminadas hacía planteamientos inclusivos, llegaremos a entender que cada uno de nosotros presentamos necesidades específicas a las que dar solución. Por ello, nuestra investigación en primer lugar, realiza un análisis de los planteamientos actuales en materia de atención a la diversidad, tanto contextual como conceptual al igual que legislativo pasando por investigaciones relevantes en este campo, que nos introduzcan en un planteamiento de cambios y avances que hagan mejorar la atención que reciben todos los alumnos, centrándonos especialmente en aquellos que presentan mayores dificultades. En segundo lugar, nos planteamos soluciones enfocadas a determinar necesidades y causas en relación al uso de medidas inclusivas a dicha atención, mediante la elaboración de diversos instrumentos y técnicas de trabajo como la elaboración de cuestionarios propios, generación de diversos grupos de discusión y procesamiento de distintas informaciones extraídas a lo largo del presente trabajo. La investigación finaliza con la implementación de un modelo de organización docente, denominado Aula Compartida, enfocado en mejorar las necesidades y causas halladas para determinar si se puede materializar una medida que haga avanzar la atención recibida en los centros púbicos de educación secundaria de la Comunidad de Madrid de una forma lo más inclusiva posible.
The research, part of the conception of attention to diversity in secondary schools and how, to propose practical steps towards inclusive approaches did, come to understand that each of us needs to introduce you to solve. Therefore, our research first, an analysis of existing approaches in terms of attention to diversity, both contextual and conceptual as well as passing legislation relevant research in this field, we introduce an approach to change and improvement that will improve the care given to pupils with the highest educational needs. Second, we propose solutions aimed at detecting those needs and causes related to the use of inclusive measures for attention to diversity, by means of different tools and working techniques such as preparing personal questionnaires, creating discussion groups and processing different information from this work. The research ends with the implementation of teaching organizative model, called Shared Classroom, focused on improving the needs and cases detected to determine if a tool to develop the attention received at Comunidad de Madrid secondary public schools can be materialized in the most inclusive way.
The research, part of the conception of attention to diversity in secondary schools and how, to propose practical steps towards inclusive approaches did, come to understand that each of us needs to introduce you to solve. Therefore, our research first, an analysis of existing approaches in terms of attention to diversity, both contextual and conceptual as well as passing legislation relevant research in this field, we introduce an approach to change and improvement that will improve the care given to pupils with the highest educational needs. Second, we propose solutions aimed at detecting those needs and causes related to the use of inclusive measures for attention to diversity, by means of different tools and working techniques such as preparing personal questionnaires, creating discussion groups and processing different information from this work. The research ends with the implementation of teaching organizative model, called Shared Classroom, focused on improving the needs and cases detected to determine if a tool to develop the attention received at Comunidad de Madrid secondary public schools can be materialized in the most inclusive way.
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Didáctica y Organización Escolar, leída el 28/10/2016