Currently, there is a trend towards the growth of schoolchildren who have affective-behavioral disorders, aspects that are conditioned, among other factors, by the existing problems in fulfilling the educational function of families, the existence of complex areas, the there is no strategy that integrates the different educational agencies that directly affect these schoolchildren. Next, a pedagogical strategy is presented that configures the comprehensive educational care process for schoolchildren with affective-behavioral disorders.
Key Words: Pedagogical Strategy, Affective-Behavioral Disorders, Environmental Education.
ABSTRACT
At present observes a tendency to the growth of the escolars that possesses affective behavioral upsets aspects these that are conditional between other for existent problems in the fulfillment of the educational function of the family, the are complex existence, the not existence of a strategy that integrands the different educational agencies they falldirecthy on these escolars. Following presents a pedagogic strategy that shapes the process of educational attention integral to the schoolchildren with affective behavioral upsets the family.
Introduction.
Comprehensive educational care for schoolchildren with affective-behavioral disorders (TAC) is one of the challenges assumed by the Ministry of Education (MINED) and society as a whole, since it is about transforming behavior, acting on the enabling factors and triggers, to promote positive attitudes in accordance with the norms and demands of our society, covering relationships with its social and natural environment.
Affective-behavioral disorders affect the very essence of the human nature of man as a social being, its manifestations are expressed in the social context and are determined in important part by it. These disorders cause serious problems in the personal, family and social life of the schoolchildren who present them, as they provoke feelings of hopelessness and frustration in them, inappropriate behaviors to environmental conditions that are bothersome to others, both adults and peers. These behaviors often cause rejection and violence in the people around them, which leads them to take on life with a negative perspective.
In this order, there is a social need for these schoolchildren to change, modify their behavior in the shortest possible time, and this requires improving the educational care process in schools for schoolchildren with affective-behavioral disorders. In this sense, one of the priorities of the Ministry of Education, and in particular of Special Education is: to deepen the study on the efficiency of schools for schoolchildren with affective-behavioral disorders.
Development:
At all times in the history of humanity there have been boys and girls who have developed in unfavorable educational conditions with little concern for the educational care of these minors, as early as the fifth century a material is written about healing Pedagogy, the content of which It was essentially aimed at the treatment of people with psychic or physical conditions, through the development of stories, fables and narratives, for the creation of habits and behavior patterns.
In this field, the studies carried out by important contemporary Cuban specialists such as Betancourt Torres J. (2000) stand out. Arias Beatón G. (1994 1998, 2000, 2005); Duvalón 2003) Pérez Fowler M. (2004); Peña Cruz 2005); Pupo M. (2006); López Y. (2006). García L. (2008); Ortega L. (2009); Álvarez Y (2011) among others.
Educational care has been named with different terms, such as: stimulation, reeducation, rehabilitation, intervention, early childhood education, stimulation of development, and this is because the problem of this terminology is related to the conceptual approach of what it should be, encompass or to conclude, in correspondence with the intentions of each author and the sector of the population that is taken as a reference. That is why it is necessary to analyze some of these definitions, which compromise the educational, family and community context.
Comprehensive educational care is a process where coordinated actions are planned between the different educational agencies in general and the school in particular, which contribute to the development of different personality areas and are structured strategically to take full advantage of the potential of schoolchildren by identifying their educational needs in order to promote their preparation for daily life and independent adulthood, in a way that allows them to assume as successfully as possible the social and personal demands that are presented to them ”.
Environmental education can and should be integrated into the comprehensive care of the schoolchild with affective-behavioral disorders. Enabling the projection of activities, tasks and actions coherently articulated between the different educational agencies (school, family and community) aimed at the integral development of the personality of schoolchildren with affective-behavioral disorders, based on the educational and formative potential of Education Environmental, so that the ways of thinking, feeling and interacting with the environment are responsible and harmonious.
The main components of the proposed strategy are described below.
Components of the pedagogical strategy.
The mission is to promote as a psycho-pedagogical resource, so that the transit to primary school is in the shortest possible time.
The general objective is: To improve the educational care process for schoolchildren with conduct disorders, to favor the adequate relationship between the schoolchild and the natural and social environment, based on environmental education, as a psycho-pedagogical resource, as well as actions and tasks of each of the different activities that take place in the school.
Objectives of the educational care process for schoolchildren with conduct disorders:
- Train students in learning and behavioral motives that have ethical and moral social values. Correct in students the concepts and representations they have of the environment around them. Educate the student towards the understandable ideology of work and social activity. ability to learn in school, in correspondence with school demands and communication outside the school. Empower the student to correct their own mode of misconduct, to integrate socially and get rid of inappropriate behaviors and customs. To achieve school integration and social, by creating appropriate behavior patterns. Promote in students the formation of an individual conscience that reflects the social conscience, manifested through communist morality. Achieve the professional preparation of minors,according to their characteristics, so that they can join the work activity.
Main working directions:
- The school context The family context The community
Stages:
I - Diagnosis.
Its objective is to identify the needs and potential of each educational context (school, family and community) in the educational care of students with affective-behavioral disorders supported by Environmental Education to plan the actions that must contextualize and personalize the strategy.
II - Strategic planning.
This stage is one of the most difficult and essential for the whole process, since it is the phase of definition and reflection for the adjustment of the educational response, it also implies the phases for the design of the actions, preparation of the program, manual with a system of tasks, activities and resources, establishments of the methods that are drawn up based on the achievement of certain results and objectives, attending to the needs detected in the diagnostic stage.
In strategic planning, short, medium and long-term goals are defined for each of the educational contexts, school, family and community.
III - Execution.
Implementation of the actions planned in the previous stage is carried out and the intervention proceeds through phases that include the activities, which must be developed to promote the educational care process for schoolchildren with CT, supported by environmental education in the pedagogical process of the school, which fosters adequate relationships of schoolchildren with their environment, both natural and social, that facilitates correction and compensation; the essence of this stage is the implementation of the program and the activities and the systematic monitoring of its operation.
IV - Evaluation of the results.
In this stage the evaluation of the instrumentation of the pedagogical strategy in the educational practice is carried out, which allows evaluations to be made, based on the analysis of the information, it is a starting point to arrive at the identification of new difficulties, limitations and in this order to redesign the action plan, this occurs during all stages of the strategy.
Conclusions.
The empirical experiences in the educational process of schoolchildren with affective-behavioral disorders behaved as expected. Being able to ensure significant changes in:
The preparation and performance of managers and teachers from the content of environmental education and from an integrated school-family community vision, pedagogically direct the system of educational activities.
Sustained changes in behavior of 100% of the sample of students with affective-behavioral disorders.
Improvement of the dynamics and evolution of the families of these children.
A change in community perception regarding schoolchildren with disorders and their families.
Bibliography:
- Arias, G., (1998). The causal dynamics of the alterations of the personality formation process. University of Havana, Faculty of Psychology. Betancourt, J., et. al., (1992). Selection of special psychology topics. Ed. People and Education. Havana City, Fontes, O., and Pupo, M., (2002). Conduct disorders A multidisciplinary vision. Material in digital format. ISPEJV. Havana City, Pupo, M, (2006). The process of value formation in minors with Affective-Behavioral Disorders through a research pedagogical project. Doctoral thesis. ISPEJV. Havana City, González, O (2006). Action system based on a model for the prevention of emotional and behavioral disturbances in schoolchildren with delayed mental development.Thesis in option to the scientific degree of doctor of pedagogical sciences. Havana City. Torres E., and Valdés O., (1996) "How to achieve environmental education for your students" Editorial Ciencias Sociales. Havana city.
