Cualidades esenciales de entrenamiento para entrenar a niños con discapacidades del desarrollo
DOI:
https://doi.org/10.47197/retos.v72.117563Palabras clave:
Comparación por parejas, necesidades emocionales, Proceso (AHP), psicología educativaResumen
Introducción: Trabajar con niños con discapacidades requiere estrategias efectivas y entrenadores bien calificados. Las discapacidades del desarrollo incluyen: trastorno del espectro autista, síndrome de Down y trastorno por déficit de atención/hiperactividad (TDAH).
Objetivo: Aclarar las cualidades más importantes que se valoran en un entrenador de niños con discapacidades del desarrollo, y si estos atributos son representativos de los elementos fundamentales para crear un entorno de aprendizaje de apoyo.
Métodos: entrevista no estructurada con una muestra aleatoria de 20 padres jordanos para expresar: ¿qué es lo más importante que quieren del entrenador de sus hijos? Después de la revisión de la literatura, se consultó a 4 expertos jordanos en coaching sobre discapacidades del desarrollo para calificar cada cualidad sobre las demás utilizando una escala de importancia del 1 al 9. Se empleó un marco de Proceso Analítico Jerárquico (AHP), utilizando comparaciones por pares para desglosar juicios complejos en componentes manejables y cuantificables.
Resultados: mostraron que el punto de vista de los padres identificó 4 cualidades importantes, y la 5ta cualidad (Pericia) se agregó luego de consultar a un especialista, como lo habían indicado estudios previos.
Discusión: colocó las cualidades en orden de importancia. Se normalizó una matriz y se calcularon los pesos de prioridad local promediando para cada fila. Luego se realizaron verificaciones de consistencia utilizando la Relación de Consistencia (CR) para garantizar juicios confiables. Las ponderaciones de prioridad derivadas concluyeron que: La experiencia en educación especial ocupa el lugar más alto (S) 36.4%, seguida de la empatía (E) 27.7%, las habilidades de comunicación(C) 18.2%, la paciencia(P) 10.9% y la adaptabilidad(A) 6.8%.
Conclusiones: proporcionar información teórica y práctica sobre las cualidades de coaching, informar los programas de desarrollo profesional y las estrategias de reclutamiento para entrenadores que trabajan con niños con discapacidades del desarrollo.
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