Citas bibligráficas
Paredes, K., (2020). Aplicación de la flexibilidad espacial de segundo grado para el diseño de un centro educativo inclusivo de nivel inicial en la ciudad de Trujillo en el año 2018 [Tesis, Universidad Privada del Norte]. https://hdl.handle.net/11537/24927
Paredes, K., Aplicación de la flexibilidad espacial de segundo grado para el diseño de un centro educativo inclusivo de nivel inicial en la ciudad de Trujillo en el año 2018 [Tesis]. PE: Universidad Privada del Norte; 2020. https://hdl.handle.net/11537/24927
@misc{renati/441385,
title = "Aplicación de la flexibilidad espacial de segundo grado para el diseño de un centro educativo inclusivo de nivel inicial en la ciudad de Trujillo en el año 2018",
author = "Paredes Mora, Karen",
publisher = "Universidad Privada del Norte",
year = "2020"
}
In La Libertad there are 71 thousand 839 people with disabilities of which, according to the INEI data, by 2015 39.6% of the disabled child population of 3-5 years did not have access to basic education. Children with different abilities want to be required in society; Therefore, at the World Conference on Special Educational Needs, it is concluded that ordinary schools with an inclusive and inclusive orientation are needed to combat discriminatory attitudes and teach children (with disparity and without it) to live together. In Peru, and in Trujillo, inclusive education is being promoted, Special and Inclusive Schools have been enabled; however, they do not have the necessary and necessary infrastructure for children with disabilities; for this reason, an Inclusive Educational Center of initial level with principles of spatial Flexibility of second degree is proposed, so that the classrooms adapt to the diversity of children and contribute to their learning and socialization. The project is conceived under the principles of spatial flexibility of the second degree, whose main premise is to allow the educational space to be free and without limits, so the classrooms can be expanded, allow creatives in their use to be maximum. Likewise, repetitive modules are generated which are configured around a patio to generate an indoor-outdoor relationship in the classroom. The principles of spatial flexibility of the second degree applied in the design of an inclusive educational center of initial level, are validated through the use of mobile systems, centrally modulated and spatial continuity, which allow manipulating the space adapted to the activities that each they are ever more changing; In this case, the most used are the folding, sliding and removable panels, these allow to extend the space towards the generated interior gardens.
Este ítem está sujeto a una licencia Creative Commons Licencia Creative Commons