Abstract

VERA BARRIOS, Bertha Silvana. Play-based pedagogic prototypes to develop cognitive skills and reduce academic harassment of disabled youth. Innov. educ. (Méx. DF) [online]. 2016, vol.16, n.71, pp.157-178. ISSN 1665-2673.

The Peruvian educational system that uses a curriculum focused on social inclusion, interculturality and competency-based design is not correctly applied in the educational institutions of the urban-rural zones of the Moquegua region, given that the instructors do not receive proper training. The achievements in logical-mathematical learning, ecology and environment must be reinforced in order to surpass the evaluations of educational quality, particularly with regard to the learning, motivation and attention of students between 6 and 12 years of age and their cognitive activities in the classroom. This paper presents the results, which can be further improved, of a pilot experiment carried out by the National University of Moquegua in 2014. A play-based mechanism was implemented to a group of six students, allowing the instructor to measure the children’s intellectual skills and evaluate their emotional reactions and capacity for communication, in order to reach a universal comprehension of the ecological/cultural Peruvian environment.

Keywords : Disability; learning; prototype; skills; social inclusion.

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