DIVERSIDAD E IDENTIDAD EN LA ESCUELA DE PUIGDELLIVOL PDF

Se dice que a escuela tradicional se basa principalmente en la homogeneidad de los alumnos, es decir, en el trato que debemos brindarles tiene que ser igualitario para todos y cada unos de los integrantes de grupo. Esto a su vez evitar muchsimos conflictos que se pueden presentar debido a estas diferencias que pudieran presentarse, estos problemas se pueden deber a las diferencias de culturas, costumbres, nivel econmico, la manera de pensar, intereses etc. De igual manera tambin puede ayudar en la visin misma del mundo que nos rodea de situaciones que se presenten y del enriquecimiento de conocimientos hacia otras culturas que nos permitan y les permitan entender el comportamiento igual o distinto de sus dems compaeros dentro y fuera del aula. As como tambin los valores que cada uno prctica de manera personal o colectiva, los cuales sern compartidos, seguidos o totalmente rechazados debido a la manera en la que estn educados. Se supone que en la escuela tradicional el modelo tena que adaptarse a los alumnos y no los alumnos al modelo. Es por esto que mencionaban que los alumnos no queran adaptarse a dicho modelo, y su adaptacin se basaba en un ms o menos.

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Mooguzil We want to indicate that the subject about the different interpretations of deafness and the kinds of identity, we have indicated, is not an issue that affects only the group of deaf people, is also part of a general process conceptual, scientific, social and political issues that have been occurring in the field of disability. Third, some deaf will find themselves in between these two types of identity. Thereafter more schools were established; all followed the educational models used in other European countries, in particular France. No doubt, the chance of volunteering in order to educate teachers is novel. However, in some cases, the support is given after regular school hours at the school or outside the school during activities organized by the different associations. Although sufficient educational material and professionals were available, the results of segregated special education were not evaluated as positive. These meetings are with college teacher that coordinate this research.

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