Upgrading the itinerant teacher who attends students with physical-motor disabilities due to cerebral palsy

Abstract

The social demands in the inclusive attention to the students with physical-motor disabilities demand dynamic processes of professional improvement capable of contextualizing and differentiating the actions according to each case in ambulatory attention. Facing this reality, a research is developed that reveals the limitations in the relationship between the upgrade studies offered by the University of Pinar del Río “Hermanos Saiz Montes de Oca” and methodological work at different educational levels, a relationship that does not always respond to the variability of the development of each case, becoming a challenge for educators and specialists. The present work proposes a theoretical-methodological conception to upgrade itinerant teachers on the development of the psychomotricity of students with physical-motor disabilities due to cerebral palsy. Methods of the theoretical level were applied such as analytical-synthetic, induction-deduction, hypothetical-deductive and content analysis in its theoretical and empirical variants; other empirical level methods such as observation, interview and expert consultation were used too. For processing the information collected, the calculation of the index and the methodological triangulation were used. The conception is structured around four main ideas that promote specialized upgrade, in close relation with methodological work, and psychomotricity is also introduced from the historical-cultural approach. The evaluation by expert criteria allowed confirming the high level of agreement regarding its theoretical-methodological value.