Conceptions that have prevailed in the pedagogical mediation and evaluation of learning that have given rise to educational exclusion
保存先:
| 著者: | , |
|---|---|
| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2022 |
| その他の書誌記述: | 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. |
| 国: | Portal de Revistas UNED |
| 機関: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| 言語: | Español |
| OAI Identifier: | oai:revistas.investiga.uned.ac.cr:article/3241 |
| オンライン･アクセス: | https://revistas.uned.ac.cr/index.php/revistacalidad/article/view/3241 |
| キーワード: | Pedagogical mediation inclusive education Universal Design for learning Mediación pedagógica educación inclusiva Diseño Universal para el Aprendizaje |