Inclusión Escolar para Niño/as con Discapacidad Visual o Baja Visión en el Jardín Infantil Sonrisita del Municipio de La Tebaida Quindío

Abstract

The purpose of this degree project, School Inclusion for Children with Visual Disabilities or Low Vision of the Sonrisita Kindergarten of the Municipality of La Tebaida Quindío; is focused on the development of an inclusive proposal, made to children with visual disabilities or low vision, taking into account decree 1421 of 2017 (National, 2017) which is a guide to access and participation in an equitable and inclusive manner; oriented to the problems that these children face, because they require special attention and support, so that they can expand their skills and abilities more easily. As is known, some of the children who have some type of visual disability develop certain senses a little more, which must be taken full advantage of at the time of teaching/learning, hence the importance of being active participants as educators in training and preparing ourselves to make a real contribution to the development of a more inclusive education that is capable of assuming the challenges that a child with some type of disability entails. Visual impairment or low vision creates difficulties in some children's cognitive and psychosocial development, which is why through play, playfulness, and interactivity, we aim for these children to learn to develop their abilities, to identify spatial and time concepts (forward, backward, up, down), laterality, balance, orientation; as well as activities and actions that allow them to function more easily in their environment and learn to relate to their classmates with more confidence and security. Currently, there is a lot of talk about inclusion, which is why we should not limit ourselves to the current teaching curriculum, but rather it is necessary for us to innovate and even more so in cases where children have some type of limitation, so that they can have more support tools, combining methods (traditional and innovative) and using different pedagogical strategies that serve as support and guidance for the teacher and are motivation for the child who requires it. The advances in inclusion are significant; However, people with disabilities must adapt to existing pedagogical guidelines, to the manuals of coexistence and curricula implemented by institutions, since in most cases they are minorities. This is why inclusive education must be aimed at, with teachers capable of making the necessary adjustments in those specific cases of inclusion or diversity.