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theoretical background of the project proposal poyecto

Our guiding framework began with the investigation of the concepts that have been built over time, hyperactivity. They discover the different schools of thought on the subject and how they have varied over time. We also find the characteristics of children with this behavior, the difficulties faced by parents to find schools that accept their children, the overmedication of children with this problem, the importance the role of the teacher wrong when making a diagnosis when only should advise parents and specialists conduct.

Finally we focus on the skills that teachers should present to guide the education of students with hyperactivity.

We have relied on concepts developed by psychologists, psychiatrists, from the various definitions of hyperactivity that they have presented to us and we develop our guiding framework, we identify with those who are wedged in present in which hyperactivity is separated from attention deficit and shows that can go together or separately, relegating the hyperactive groups for children who have problems with regard to the inability to sit still, doing this difference can be alert to the diagnosis, because for each these syndromes have different treatments and strategies to implement in the classroom also different.

As researchers we are identified with an active role, with emphasis on a qualitative process that emerges from studies of language which refers to the analytical reading of texts that seeks to discover patterns, categories, addressing the issue at and how explicit the meaning, how it is conceived and directed the paper so that both teachers and students played in the school culture.

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The relevance of the child's first basic cycle
hyperactivity in the classroom with a personalized learning pedagogical approach


Our project focuses on "The relevance of the basic junior boy with hyperactivity in the classroom with a personalized learning pedagogical approach "is
be noted that a child with hyperactivity is crucial in the classroom. The child neuropsychiatrist Amanda Cespedes asserts that many of these children with hyperactivity are taken to special schools, as seen from my point of view, as a quiet way to restore damaged self-esteem of many men, saving the company potential antisocial the future. He adds: While I disagree with their existence, I agree that are a must.

The problem is that rather than an option for many students in these educational establishments are the only alternative. As before arriving at such institutions others have tested and been turned away because they are more disordered than the rest. Data that confirm with the Coordinator of the Second Cycle of the Colegio Santa Teresa de Rancagua, Julia Cifuentes who also tells us that this does not happen, as you might think, only in the second cycle where students Basic are larger, but also in undergraduate students, especially in first and second grade.

Before these data the question arises: Will all teachers of this educational institution prepared to meet the needs of children with hyperactivity? While the dominance of the group may have the teachers observed the educational establishment, awarded by the experience of working with such students, except the psychologists have a thorough understanding of what is hyperactivity, tackling FOR CHILDREN you with this need in the classroom and how to empower and integrate them into daily student life.

The psychologist working with them for some time blocks in the resource room prepared especially for children with SEN, but the rest of the day they are in the classroom with the rest of their peers, what must the rest of the Teachers specialize in developing techniques for caring for children with hyperactivity.