This adventure began a few months ago when we had to find a research topic to coincide with our tastes and expectations and future teachers, after long discussions and presentations of views we concluded that we wanted to know more about students with hyperactivity, deeper even investigate the role that they develop in the classroom, we often heard the phrase "child with hyperactivity is decisive in the classroom, but in our minds was this other premise the role that keeps the teacher in the classroom is critical to the overall development of students with hyperactivity in the classroom. The strategies that the teacher should know, manage and implement the teacher in the classroom to integrate students @ s with this behavior.
This needed to be present in the context, this context would be part of the Sixth Region in the city of Rancagua, which allow us to know different realities. Our first idea was to compare two realities of first cycle primary education a reality and a particular municipal subsidized, but the road to achieving development brought us as we wanted to compare totally different realities. The first surprise was that the municipal school which had initially been contacted did not want us to receive, with the excuse that to them meant more work and waste of your time. In the other reality in subsidized private school we were much better, we had already on other occasions made contact with this school, based on observations of our classes in other subjects. As in other instances we communicate with Patricia Vergara González (director) and the coordinators of both cycles Paula Morales (first cycle) and Julia Cifuentes (second cycle). Who agreed to deliver the vision misióny educational establishment, and access to logs of students and classrooms, provide notice to the principal who would inform the teacher that was in the course at that time. In
story to our research topic of the semester past we have defined our subject as "relevance CHILD HYPERACTIVITY IN THE HALL (FIRST AND SECOND STAGE BASIC)" for this we have made contact with the educational establishment and we have started visits to see this reality, how they deal with these teachers by students, what are the main weaknesses in the establishment to face the difficulties and the needs of students with hyperactivity.
We contacted the coordinator of the second basic cycle, to whom I pose the above questions. And she told us that there are two major weaknesses to address pupils with special educational needs (SEN), the first is the lack of preparedness for children with hyperactivity in the classroom have poor management, but this is because, in his opinion , lack of preparation that teachers from leaving their houses of study and the second level school is the lack of planning time as being a personalized education establishment must permanently curricular adjustments for students with SEN and other different to those in the integration project.
This needed to be present in the context, this context would be part of the Sixth Region in the city of Rancagua, which allow us to know different realities. Our first idea was to compare two realities of first cycle primary education a reality and a particular municipal subsidized, but the road to achieving development brought us as we wanted to compare totally different realities. The first surprise was that the municipal school which had initially been contacted did not want us to receive, with the excuse that to them meant more work and waste of your time. In the other reality in subsidized private school we were much better, we had already on other occasions made contact with this school, based on observations of our classes in other subjects. As in other instances we communicate with Patricia Vergara González (director) and the coordinators of both cycles Paula Morales (first cycle) and Julia Cifuentes (second cycle). Who agreed to deliver the vision misióny educational establishment, and access to logs of students and classrooms, provide notice to the principal who would inform the teacher that was in the course at that time. In
story to our research topic of the semester past we have defined our subject as "relevance CHILD HYPERACTIVITY IN THE HALL (FIRST AND SECOND STAGE BASIC)" for this we have made contact with the educational establishment and we have started visits to see this reality, how they deal with these teachers by students, what are the main weaknesses in the establishment to face the difficulties and the needs of students with hyperactivity.
We contacted the coordinator of the second basic cycle, to whom I pose the above questions. And she told us that there are two major weaknesses to address pupils with special educational needs (SEN), the first is the lack of preparedness for children with hyperactivity in the classroom have poor management, but this is because, in his opinion , lack of preparation that teachers from leaving their houses of study and the second level school is the lack of planning time as being a personalized education establishment must permanently curricular adjustments for students with SEN and other different to those in the integration project.
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