Conceptions that have prevailed in the pedagogical mediation and evaluation of learning that have given rise to educational exclusion
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| Nhiều tác giả: | , |
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| Định dạng: | artículo original |
| Trạng thái: | Versión publicada |
| Ngày xuất bản: | 2022 |
| Miêu tả: | 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. |
| Quốc gia: | Portal de Revistas UNED |
| Tổ chức giáo dục: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| Ngôn ngữ: | Español |
| OAI Identifier: | oai:revistas.investiga.uned.ac.cr:article/3241 |
| Truy cập trực tuyến: | https://revistas.uned.ac.cr/index.php/revistacalidad/article/view/3241 |
| Từ khóa: | Pedagogical mediation inclusive education Universal Design for learning Mediación pedagógica educación inclusiva Diseño Universal para el Aprendizaje |