Estudios cuantitativos de las proximidades en las adaptaciones curriculares del enfoque pedagógico

Pedro Manuel Roca-Piloso; Aida Liliana Salazar-Moreira; Jhon Jairo Silva-Gorozabel

Autores/as

Roca-Piloso Pedro Manuel Universidad Laica Eloy Alfaro de Manabí. Manta, Ecuador. https://orcid.org/0000-0003-0468-2988
Salazar-Moreira Aida Liliana Universidad Laica Eloy Alfaro de Manabí. Manta, Ecuador. https://orcid.org/0009-0001-5627-7370
Silva-Gorozabel Jhon Jairo Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador. https://orcid.org/0000-0002-1882-1216

Palabras clave:

Proximidades curriculares, Análisis cuantitativo, Educación inclusiva

Resumen

El presente artículo de revisión explora el uso de estudios cuantitativos para analizar las proximidades en las adaptaciones curriculares dentro del enfoque pedagógico. Se aborda la importancia de estos estudios en la identificación de patrones y tendencias que influyen en la efectividad de las adaptaciones curriculares, diseñadas para atender las necesidades individuales de los estudiantes. El artículo examina tres áreas clave: el análisis estadístico de las proximidades en adaptaciones curriculares, la relación entre estas adaptaciones y los resultados académicos, y la evaluación de la eficacia de las adaptaciones en diferentes contextos educativos. A través de una revisión exhaustiva de la literatura, se destacan las metodologías estadísticas utilizadas para medir la alineación entre las adaptaciones y las capacidades individuales, así como los impactos que estas modificaciones tienen en el rendimiento académico. Además, se analizan estudios que comparan la eficacia de las adaptaciones curriculares en diversos contextos, considerando variables como el apoyo institucional y la capacitación docente. Las conclusiones sugieren que la implementación efectiva de adaptaciones curriculares depende en gran medida del contexto educativo y que es necesario un enfoque integral que considere tanto las características individuales de los estudiantes como las condiciones del entorno escolar para lograr una educación inclusiva y equitativa.

Palabras claves: Proximidades curriculares, Análisis cuantitativo, Educación inclusiva.

ABSTRACT

This review article explores the use of quantitative studies to analyze the proximities in curricular adaptations within the pedagogical approach. The importance of these studies in identifying patterns and trends that influence the effectiveness of curricular adaptations, designed to address the individual needs of students, is addressed. The article examines three key areas: the statistical analysis of the proximities in curricular adaptations, the relationship between these adaptations and academic outcomes, and the evaluation of the effectiveness of adaptations in different educational contexts. Through a comprehensive review of the literature, the statistical methodologies used to measure the alignment between adaptations and individual capabilities are highlighted, as well as the impacts that these modifications have on academic performance. In addition, studies that compare the effectiveness of curricular adaptations in various contexts are analyzed, considering variables such as institutional support and teacher training. The findings suggest that the effective implementation of curricular adaptations depends largely on the educational context and that a comprehensive approach that considers both individual student characteristics and school environment conditions is necessary to achieve inclusive and equitable education.

Keywords: Curricular proximities, Quantitative analysis, Inclusive education.

Información del manuscrito:
Fecha de recepción: 23 de mayo de 2024.
Fecha de aceptación: 25 de julio de 2024.
Fecha de publicación: 29 de agosto de 2024.

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