El juego en alumnos con necesidades educativas especialessíndrome de west y otras encefalopatías epilépticas

Resumen

El juego es una herramienta fundamental en el desarrollo del niño que implica placer espontaneidad, motivación, participación, comunicación, conocimiento de sí mismo, de los demás y del entorno que nos rodea. En este trabajo se plantea conocer las características del desarrollo del juego en la población de alumnos con Encefalopatías Epilépticas. Dentro de este colectivo podemos encontrar el síndrome de West, el síndrome de Lennox-Gastaut y otros de menor frecuencia. Todos ellos se caracterizan por la aparición de crisis epilépticas en edades tempranas del desarrollo que provocan limitaciones significativas en el área cognitiva, comunicativa-lingüística, motora y afectivo-social. A lo largo de este estudio se tratarán todos los aspectos relacionados con la atención a la infancia en general, a alumnos con necesidades educativas especiales, las características del desarrollo de los alumnos con Encefalopatías Epilépticas para terminar exponiendo todos los aspectos relacionados con el juego como propuesta de intervención. En el estudio se plantea conocer las aspectos relacionados con el diagnóstico, el desarrollo, los trastornos asociados, sus necesidades de apoyo, la modalidad de escolarización, el tipo de intervención temprana recibida y sobre todo las características del desarrollo del juego, sus hábitos y los juguetes más utilizados por los alumnos con síndrome de West y otras Encefalopatías Epilépticas relacionadas con otros tres grupos de alumnos con Discapacidad Intelectual, Trastornos del Espectro Autista y una muestra de alumnos normalizada. [ABSTRACT]Today's society needs to use different educational codes. Traditional education that steps to concepts doesn't generate learning possibilities to students with special educational needs. There needs to be a formula called "to know how to do" as the main objective during all the educational stages, mainly in those students that don't start in the same conditions as the others. Their integration in class depends on the proceedings taken and by a rich experience. Along the history, there are numerous proposals that concord with this working philosophy, and they aren't necessarily new. References such as constructivism and new school will serve us as a guide in the development of this work. The use of games in education has always been used. This work demands its properties and shows the positive benefits for students' development. The game is a fundamental tool in early childhood intervention. Because of its characteristics it implies pleasure, spontaneity, motivation, participation, communication, knowledge of oneself, others and the world around us. For this reason, it helps generalizing the learnings using a child's known tool. In the functionality of an infant classroom we can observe that using games the kid uses a known code, in which he/she sometimes establishes different rules and other times he/she accepts new ones, but always due to the great motivation he/she has. Those kids with special educational needs can also play and overall they enjoy playing. That is the reason why the use of this tool becomes interesting to improve their development. In children with disabilities, the game has a very important meaning due to the fact that it is through it, as a natural way, that cognitive, communicative, socio, and psychomotor aspects can be improved, which are frequently limited by the development of this population. For this reason, it raises a study in which childcare aspects are going to be covered, implying: the knowledge of the regulatory framework, the standardized developmental characteristics, and the psychopedagogical general guidelines for children with special educational needs and specially with those with epileptic encephalopathy age-dependent, such as West syndrome and related. To present a classroom and other contexts playful model in students with special educational needs and specifically in those with epileptic encephalopathy age-dependent, it is necessary to develop how to integrate this methodology in the daily educational dynamic. For all of these, this studio shows a general game reference framework for students with special educational needs that will help as a guide to base on how to use the game in this population. Thus, this work seeks to describe the fundamental characteristics of this population in relation to the game and in addition to the educational and therapeutical services that they use. All of it will be implemented comparing this information with three other groups of population: students with intellectual disability, students with autism spectrum disorder and students without any disability in addition to describing some cases of students with epileptic encephalopathy in game sessions. All of it seeks to know how to improve the intervention conditions based on the special educational needs and the playful activity development in the educational context.