Ajedrez: aportes para personas con Síndrome de Down

dialnet-ar-18-ART0001445695

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Killkana sociales: Revista de Investigación Científica, ISSN 2528-8008, Vol. 4, Nº. 2, 2020, pags. 31-36

Spanish

Ajedrez
herramienta pedagógica
Síndrome de Down
terapias lúdicas
Chess
pedagogical tool
Down’s Syndrome
ludic therapies

Ajedrez
herramienta pedagógica
Síndrome de Down
terapias lúdicas
Chess
pedagogical tool
Down’s Syndrome
ludic therapies
Bravo Navarro, Wilson Hernando
Cadme Galabay, Fanny Guadalupe
Jarrín, Santiago Alejandro
Ajedrez: aportes para personas con Síndrome de Down

The article presents fundamentally the knowledge of the different contributions of teaching, play and artistic therapies to develop the cognitive and socio-affective area in people with down syndrome, conceiving that chess known as game science, is a pedagogical tool of the first order for the intellectual strengthening, besides being a socializing agent. Due to, the proposal of activities through the game of chess with puppets, plastic arts and dramatizations as a strategy to make the inclusion of subjects with intellectual disabilities in any of its forms, is part of the following problem; people with intellectual disabilities have different limitations, one of the most significant is the lack of didactic resources as it refers to metal development, the same that directly affects the social and emotional sphere, thus trying to contribute to the treatment and effectiveness of good living in people with genetic disorder, specifically with down syndrome, using the game as a didactic resource, as well as being an alternative for social reintegration and a therapeutic strategy, which includes several disciplines that suit people with disabilities of any kind, for this it is necessary that it is elaborated from an adaptive approach to the needs presented by the users, providing different resources that facilitate the development of the teaching-learning process. Finally, after having consulted the specialized bibliography, it is inferred that the use of play therapies is substantial in the teaching-learning process of individuals with cognitive disabilities.

Article

Bravo Navarro, Wilson Hernando
Cadme Galabay, Fanny Guadalupe
Jarrín, Santiago Alejandro

Bravo Navarro, Wilson Hernando
Cadme Galabay, Fanny Guadalupe
Jarrín, Santiago Alejandro

Bravo Navarro, Wilson Hernando

Ajedrez: aportes para personas con Síndrome de Down

Ajedrez: aportes para personas con Síndrome de Down

Ajedrez: aportes para personas con Síndrome de Down

Ajedrez: aportes para personas con Síndrome de Down

Ajedrez: aportes para personas con Síndrome de Down

ajedrez: aportes para personas con síndrome de down

2020

https://dialnet.unirioja.es/servlet/oaiart?codigo=7847139

1709753883002142720

dialnet-ar-18-ART00014456952021-04-09Ajedrez: aportes para personas con Síndrome de DownBravo Navarro, Wilson HernandoCadme Galabay, Fanny GuadalupeJarrín, Santiago AlejandroAjedrezherramienta pedagógicaSíndrome de Downterapias lúdicasChesspedagogical toolDown’s Syndromeludic therapiesThe article presents fundamentally the knowledge of the different contributions of teaching, play and artistic therapies to develop the cognitive and socio-affective area in people with down syndrome, conceiving that chess known as game science, is a pedagogical tool of the first order for the intellectual strengthening, besides being a socializing agent. Due to, the proposal of activities through the game of chess with puppets, plastic arts and dramatizations as a strategy to make the inclusion of subjects with intellectual disabilities in any of its forms, is part of the following problem; people with intellectual disabilities have different limitations, one of the most significant is the lack of didactic resources as it refers to metal development, the same that directly affects the social and emotional sphere, thus trying to contribute to the treatment and effectiveness of good living in people with genetic disorder, specifically with down syndrome, using the game as a didactic resource, as well as being an alternative for social reintegration and a therapeutic strategy, which includes several disciplines that suit people with disabilities of any kind, for this it is necessary that it is elaborated from an adaptive approach to the needs presented by the users, providing different resources that facilitate the development of the teaching-learning process. Finally, after having consulted the specialized bibliography, it is inferred that the use of play therapies is substantial in the teaching-learning process of individuals with cognitive disabilities.El artículo presenta fundamentalmente el conocimiento de los diferentes aportes de la enseñanza, las terapias lúdicas y artísticas para desarrollar el área cognitiva y socio-afectiva en personas que presentan Síndrome de Down. Se concibe que el Ajedrez, el cual es conocido como el juego ciencia, es una herramienta pedagógica de primer orden que permite el fortalecimiento intelectual, además de ser un agente socializador. Se presenta la propuesta de actividades mediante el juego del Ajedrez con títeres, técnicas plásticas y dramatizaciones como estrategias para viabilizar la inclusión de sujetos con discapacidad intelectual en cualquiera de sus formas. Se parte de la problemática siguiente: las personas con discapacidad intelectual tienen diferentes limitantes, una de las más significativas es la falta de recursos didácticos en cuanto hace referencia al desarrollo mental, el mismo que afecta directamente la esfera social y emociona. De esta manera se procura contribuir en el tratamiento y la eficacia del buen vivir en personas con trastorno genético, en específico con Síndrome de Down, con el empleo del juego como un recurso didáctico, y una alternativa para la reinserción social y una estrategia terapéutica. Se incluyen a varias disciplinas que se adecúan a personas con discapacidad de cualquier índole, por lo que se sugiere un abordaje adaptativo a las necesidades que presentan los usuarios y se brinden diferentes recursos que faciliten el desarrollo de proceso de enseñanza-aprendizaje. Finalmente, luego de haber consultado la bibliografía especializada, se infiere que el uso de las terapias lúdicas es substancial en el proceso enseñanza-aprendizaje de individuos con discapacidad cognitiva.2020text (article)application/pdfhttps://dialnet.unirioja.es/servlet/oaiart?codigo=7847139(Revista) ISSN 2588-087X(Revista) ISSN 2528-8008Killkana sociales: Revista de Investigación Científica, ISSN 2528-8008, Vol. 4, Nº. 2, 2020, pags. 31-36spaLICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. 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