Guía metodológica dirigida a docentes y directivos para favorecer la inclusión laboral de estudiantes con discapacidad intelectual, a través de los modelos de apoyo y ecológico funcional

Abstract

The present research consisted in the pre-labor training of people with mild intellectual disabilities, due to the fact that they have great difficulty to enter a paid job and even more difficulty to remain in it. The main objective of the research was to propose a methodological guide for teachers and administrators to promote the inclusion of students with intellectual disabilities in the tenth grade of the Special Education Unit of Azuay UNEDA. This guide is based on the support and functional ecological models. This qualitative research was developed following the case study method. The information was collected from different sources: documentary review and interviews. The information was collected from different sources: documentary review and interviews. The data analysis was carried out according to the content analysis proposed by Bardin (2002). The results obtained show that the educational institution carries out occupational workshops in cooking and carpentry. However, in these workshops, simple activities are carried out, which cause disinterest in the students. Likewise, it has become evident that the jobs or trades in which they have been trained are not consistent with the jobs obtained by the graduates. The conclusions reached by this research show that in order for people with intellectual disabilities to be included in society at work, it is important for the educational system to provide academic and labor training, respecting the needs, conditions and learning rhythms of each student. Educational institutions must provide the necessary tools and support in their pre-labor training, so that they acquire autonomy and independence. In addition, it is necessary to develop and strengthen social skills, self-care skills, the acquisition of values and the management and control of behaviors.