Conceptions that have prevailed in the pedagogical mediation and evaluation of learning that have given rise to educational exclusion
محفوظ في:
| المؤلفون: | , |
|---|---|
| التنسيق: | artículo original |
| الحالة: | Versión publicada |
| تاريخ النشر: | 2022 |
| الوصف: | The purpose of the following essay is to investigate the conceptions that have prevailed in the pedagogical mediation and evaluation of learning that have led to educational exclusion. In this aspect, the Universal Design for Learning is proposed as a high-impact and as an alternative to respond to the diversity of the student body. It can be inferred that the teaching staff that takes into account the educational inclusion in the pedagogical mediation and evaluation of learning, have a fundamental role in valuing personal similarities and differences, through the exercise of freedom, the development of autonomy, self-knowledge, self-control of emotions, self-esteem, feelings and self-realization, respecting sociocultural, ethnic, religious diversity, among others. |
| البلد: | Portal de Revistas UNED |
| المؤسسة: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| اللغة: | Español |
| OAI Identifier: | oai:revistas.investiga.uned.ac.cr:article/3241 |
| الوصول للمادة أونلاين: | https://revistas.uned.ac.cr/index.php/revistacalidad/article/view/3241 |
| كلمة مفتاحية: | Pedagogical mediation inclusive education Universal Design for learning Mediación pedagógica educación inclusiva Diseño Universal para el Aprendizaje |