Pedagogical strategy for students with NESS associated with disabilities in the “Luis Espinosa” educational unit

Abstract

The research aims to design a pedagogical strategy for the teachers of the “Luis Espinosa” Educational Unit that allows improving the insertion of students with NESS associated with disability and the development of their competencies and skills based on the theories of Dewey, Vygotsky and Ausubel on the teaching-learning process. Applies action methodology in the classroom based on student identification, design of an intervention plan, implementation of the strategy and evaluation of the achievements achieved in the educational process. It uses action techniques in the classroom and combines qualitative and quantitative approaches, uses theoretical and empirical methods for the collection and analysis of information, follows a methodological route in three phases: diagnosis of the problem, modeling and validation of the proposal.  

It concludes that the pedagogical strategy through the use of assistive technologies is vital for the development of competencies and skills of students with NESS, promoting inclusion and integration. The implementation of the pedagogical strategy in combination with the approaches of cited authors, is shown to be highly effective in students who have NESS associated with disability and in general with the development of the teaching-learning process of this segment of the student body, providing quality educational services based on the principles of justice and equality.