Methodology for the treatment to the educational attention of the limited physical motor in Primary Education

Abstract

Given the social need to promote an inclusive education for the treatment of students with certain educational needs, the Cuban elementary school demands the preparation of its teachers so that they can achieve the integral formation of their students. Thus, the cognitive and procedural appropriation of these students in primary education demands attention to diversity as a pedagogical posture based on increasingly inclusive practices. However, the empirical and theoretical research carried out shows the lack of a methodology for the preparation of Primary Education teachers to meet these demands. In this sense, this article proposes a methodology for the preparation of teachers of the Bachelor's Degree in Primary Education, which facilitates the treatment and educational care of children with physical and motor disabilities who are studying in the regular context. This methodology responds to the educational changes introduced in Cuban education since the Third Educational Improvement. For the diagnosis, design and implementation of the methodology, empirical methods such as observation, survey, interview and the theoretical method of modeling were applied, from which insufficiencies were evidenced in the theoretical-methodological knowledge of the teachers in the treatment and educational attention of children with physical-motor disabilities. The proposal was submitted to the experts' criteria and was based on the results of the study.