La comunicación y las relaciones afectivas de los niños con necesidades educativas especiales

The Royal Spanish Academy describes the disabled as a person who has an impediment or who has difficulties with everyday activities which are considered normal because of their intellectual or physical difficulties. The above mentioned meaning should no longer be used in a scholastic or social way because this meaning has a strong message which has hindered the development of many activities. The real meaning of this population should be children with learning special needs. With this Investigative project we try to find new ways of communication and better ways that these children and their families can find a better way to understand the best way to improve themselves and how to improve the way they learn. María del Pilar Sarto Martin, in her work with the disabled and their families says that when they work with each other in a affective, physical, intellectual and social way they find the best results. (2001, p.1) The initial interest was to recognize the communicative advancements made through the work with each child and with the interviews with their families and the observations made and the affective analysis. In conclusion, families definitely have a significant influence in the way they communicate with their children. In the way they speak to them, the way they discipline and correct them. In the constant communication with this population.

• Autores: López López, Linda Stefanny
• Fecha de publicación: 2016
• Institución: Universidad de San Buenaventura
• Repositorio: Repositorio USB
• Idioma: spa
• OAI Identifier: oai:bibliotecadigital.usb.edu.co:10819/3250
• Acceso en línea: http://hdl.handle.net/10819/3250
• Palabra clave: Necesidades educativas especiales; Familia; Comunicación; Escuela; Sociedad; Educación; Educación especial; Educación inclusiva; Afectividad; Relación escuela - comunidad; Relaciones de familia
• License: Atribución-NoComercial-SinDerivadas 2.5 Colombia