Inclusión escolar de un caso de TDAH en el aula ordinaria
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2016-06-10
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Jaén: Universidad de Jaén
Resumen
Nuestro sistema educativo debe abogar por el cambio hacia la plena inclusión escolar
para dar respuesta educativa al alumnado con necesidades específicas de apoyo educativo. De
esta manera, se promueve el derecho de todos, incluido el alumnado con diversidad funcional,
a una educación de calidad. La LOMCE (Ley Orgánica 8/2013, de 9 de diciembre, para la
mejora de la calidad educativa) concibe al alumnado con Trastorno por Déficit de Atención e
Hiperactividad (TDAH) como discentes con necesidades específicas de apoyo educativo; con
este reconocimiento a nivel estatal se considera la necesidad de inclusión escolar de este
alumnado otorgándoles una respuesta educativa adaptada para evitar el fracaso escolar.
En consecuencia, el principal propósito de este Trabajo Fin de Grado es lograr la plena
inclusión de un alumno de segundo curso de Educación Primaria diagnosticado de TDAH de
tipo combinado, mediante el diseño de un Programa Específico con estrategias de apoyo y
refuerzo para el área en la que presenta mayor dificultad para conseguir en la medida de lo
posible su desarrollo integral.
Our education system must advocate for change towards full inclusion school to give educational response to students with specific needs of educational support. In this way, it promotes the right of everyone, including students with functional diversity, a quality education. The LOMCE (Organic Law 8/2013, of December 9, to improve education quality) conceived students with Attention Deficit Hyperactivity Disorder (ADHD) as learners with specific needs of educational support; with this recognition at the state level it consideres the need for school inclusion of this students granting them an educational response adapted to prevent school failure. Accordingly, the main purpose of this Project End of Degree is to achieve full inclusion of a student of second course of Primary Education diagnosed with ADHD combined type, through the design of a Specific Program with support and reinforcement strategies for the area in which he presents greater difficulty to get as far as possible him integral development.
Our education system must advocate for change towards full inclusion school to give educational response to students with specific needs of educational support. In this way, it promotes the right of everyone, including students with functional diversity, a quality education. The LOMCE (Organic Law 8/2013, of December 9, to improve education quality) conceived students with Attention Deficit Hyperactivity Disorder (ADHD) as learners with specific needs of educational support; with this recognition at the state level it consideres the need for school inclusion of this students granting them an educational response adapted to prevent school failure. Accordingly, the main purpose of this Project End of Degree is to achieve full inclusion of a student of second course of Primary Education diagnosed with ADHD combined type, through the design of a Specific Program with support and reinforcement strategies for the area in which he presents greater difficulty to get as far as possible him integral development.