Co-teaching y diversidad funcional cognitivauna experiencia de sistematización con las TIC en educación superior

Resumen

This paper presents a systematized experience in the use of Information and Communication Technologies (ICT), from critical reflection, with university students with cognitive functional diversity. Understanding the University as a key and decisive agent in social inclusion, since it allows sharing spaces for training, socialization, learning and growth between students with cognitive functional diversity and other students, “co-teaching” was developed as a model of teaching commitment and collaborative work with a group of students with cognitive functional diversity.The “co-teaching” consists in the management of classroom work by various teachers for the teaching and learning of all students, in order to achieve greater efficiency. This model is developed in an ICT course, in which students learnt the use and management of technological tools that could be useful for their integration in the social and labour environment, adopting attitudes of respect, participation, effort and collaboration that enable the creation of collective audiovisual productions. The methodology implemented is participatory and inclusive, based on a didactic approach capable of responding to the training requirements of all students, with accessible activities and materials. With the use of the Core Learning Priorities (NAP), through the voice, the body, dramatic play, stories and visual productions, the cognitive, emotional and behavioral were integrated, promoting communication and expression through different verbal and non-verbal languages.