El método Montessori como estrategia didáctica para la integración de la inclusión educativa en la Institución Educativa Presbítero Álvaro Suarez, sede la Esperanza del grado quinto.

Abstract

In the following research project, educational inclusion is presented as an integrating factor of the different areas (social, economic, special needs). That is experienced in a classroom. Where education is an integrating system and capable of supplying most of the present needs in society. Therefore, an investigation that took place in the metropolitan city in 2018 was taken as a model; by students Yuliana Smith Carreño Rincón and Geimy Yulay Gómez; in order to continue with the investigative line; improve the progress of the results presented in the research, present other tools that allow a positive change to educational inclusion in the educational institution presbyter Alvaro Suarez headquarters hope. In this order of ideas, the different perceptions of the teaching work in terms of educational inclusion and its methodology used with the students carried out in the classroom moments Will be analyzed. Accordingly, the Montessori method will be established as a didactic learning tool to strengthen the process of educational inclusion in the classroom of the fifth grade of the Presbítero Álvaro Suarez school of hope, with the aim of strengthening, harmonizing the process of teaching - learning, teaching and student. The research project is a qualitative approach and is aimed at grade 5 in order to close the primary cycle without any type of failure, therefore it is the last year is essential in the other missing grades; that is why the learning process must be meaningful, not just a cluster of information that is forgotten at some point; That is why the teacher has the duty to implement various teaching strategies, in which one of them is the Montessori method, to strengthen the knowledge acquired by each student, therefore the teacher must consider the individuality and rhythm of each student. perform the cognitive process that is required, in which there is an individual process where the Montessori method is used, which helps to strengthen the process of apprehending and the important sociocultural relationships in daily practice.