The treatment of educational care for the physically motor-impaired: a view from the university

Abstract

Introduction: The present research aims to incorporate into the methodological work of the Bachelor's degree in Primary Education, didactic-methodological precisions that contribute to preparing the teacher to facilitate the treatment and educational attention to the physically motor-limited who study in the regular context, based on the content of the subjects they teach, which allows that from the methodological preparation, the cognitive and procedural elements about the disability are deepened from the principle of educational inclusion. Materials and methods: A bibliographic review on the subject was carried out and other methods such as synthesis analysis, historical logical and induction deduction were used. Results: The treatment and educational attention to the LFM who studies in conditions of inclusion from the third improvement of the Cuban Education requires from the teachers who work in the teacher training universities and especially those who work in the Bachelor's degree in Primary Education, a theoretical-methodological knowledge about attention to diversity and educational inclusion, due to the increase of this disability in this educational level. Discussion: The treatment of educational attention to the physically and motorly handicapped who study in the regular context is supported by the epistemological assumptions that assume the approach of education in and for diversity with the aim of increasingly inclusive practices, by conceiving at first the attention to diversity as an inherent condition of the human being from its biological, psychological and social manifestations and that to educate in it, differences must be accepted as a value that entails teaching from equality, in respect, and the personological characteristics of each individual and that the activities that are promoted in schools guarantee participation, knowledge, help, and support that exceed the learning of the students, as well as their didactic expression in the culture of the teaching content. Conclusions: The clarifications developed together with the proposed workshops contribute to perfecting the preparation of teachers in the subject.