Valoración de la implicación de las niñas desde 3 perspectivas: maestros, padres y la implicación centrada en rutinas

Abstract

The study explored the level of engagement of 3 girls with specific educational needs within 2 activities of their daily routine in regular schools in the city of Guayaquil to encourage their participation through incidental education. The macro study of this project is a single case study (ECU) and is proposed as a study of quantitative methodology, descriptive and non-parametric correlational level due to the small number of samples. The results of this research show that there is a difference in the assessment of the engagement of the girls from the perspective of their main adults (teachers and parents). Besides, the percentages obtained from the complexity of the engagement placed the girls in an average implication, is the engagement with adults greater than with peers and materials. A significant difference was found related to the degrees of complexity and the types of engagement. These results showed that during the two activities of the daily routine that were observed (initial group greeting and table activity) the girls spent more time not involved during the group activity, while in the table activity, we observed a differentiated behavior, which means the girls were more involved.