Articulating axes and educational psychology: an intervention experience in a rural primary school in Hidalgo
DOI:
https://doi.org/10.62697/rmiie.v5i4.449Keywords:
Educational psychology, articulating axes, rural primary, neurodivergence, inclusive practicesAbstract
The contribution of the area of educational psychology in the school consists of, among other activities; guide the family, follow up on the current Curriculum and Programs through actions that identify, minimize and eliminate barriers to learning and participation of neurodivergent students either with disabilities or outstanding aptitudes and the training of teachers for the implementation of reasonable adjustments in didactic planning, that translate into visible actions of inclusive and quality education. This study was based on the delivery of seven intervention strategies to strengthen the implementation of the articulating axes, analyzing the relationship from the context of a rural elementary school in the state of Hidalgo and the role of a special education psychologist. To this end, a mixed approach was adopted with documentary analysis, the application of surveys, semi-structured interviews with teachers, principals, and mothers. The results show that a greater articulation between educational psychology and the teaching collective favors inclusive and socio-emotional practices, according to the guidelines and challenges of the New Mexican School. It should also be considered that there are still limitations related to the availability of human resources, teacher training, and interdisciplinary coordination.
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