Hace décadas el concepto de inclusión comenzó a cobrar fuerza en los distintos ámbitos a nivel mundial; en el contexto escolar, la inclusión se ha confundido o quedado a mitad del proceso al limitarse con la aceptación, adaptación y a la atención personalizada, que, sin duda, son elementos que conforman la inclusión, pero no lo son del todo.
Las rupturas en los paradigmas educativos han priorizado, en su mayoría, potenciar los más altos niveles de logro intelectuales orientados a estándares internacionales que permiten evaluar de manera concreta y precisa el desempeño de las instituciones y del país, especialmente en comprensión lectora, matemáticas y ciencias, agregando el apartado de valoración socioemocional para conocer estadísticamente, el impacto del contexto en el desarrollo de los aprendizajes académicos.
Atender a la diversidad y favorecer la inclusión, se ha plasmado en las adecuaciones curriculares de las planeaciones didácticas, evaluaciones y proyectos, sin embargo, fuera de las modificaciones y los ajustes al plan general de las clases ¿cómo se vive la inclusión sin llegar a la frustración? Histórica y estadísticamente en las evaluaciones donde los niveles de estrés, angustia y frustración se elevan, principalmente en los alumnos que más requieren de apoyos, fortalecer la seguridad, la autoestima y la sensación de logro, saberse capaces, que están aprendiendo y reconocer sus fortalezas, para a partir de ellas desarrollar aprendizajes más complejos que gradualmente potencien lo intelectual, emocional y social, con la motivación intrínseca de continuar aprendiendo, participando y compartiendo sin el temor a “Siempre estaré equivocado”.
Independientemente de diseñar exámenes “especiales” para los alumnos con barreras de aprendizaje, las evaluaciones generales del grupo y la dinámica de clase deben contener reactivos y momentos para que todos los estudiantes se sepan capaces y motivados a continuar aprendiendo con retos y desafíos graduales. En este sentido, surge “Mi examen como un videojuego”, con una estructura de reactivos que inicia de lo más fácil, lo sencillo, lo que establece las bases y permite “calentar motores” para despertar la motivación y la confianza en un “Sí puede”, preparándolos para enfrentar reactivos con un grado de complejidad, acorde al nivel de logro del grado escolar, para posteriormente dar paso a los reactivos de alto grado de dificultad, los más estructurados, todavía apegados a lo esperado del grado escolar, y finalmente, el reto, ese reactivo que no afecta la calificación del examen, pero que si se logra resolver de manera correcta, da puntos adicionales; el reactivo de reto, de acuerdo a la Campana de Gauss, no todos los alumnos lo resuelven completamente, ya que se encuentra en el punto de máximo reto de aprendizaje, o como señala Vygotsky, en una zona de desarrollo potencial.
Diseñar pruebas grupales bajo el enfoque de “Mi examen como un videojuego”, va articulado al diseño de planeaciones didácticas que atienden en cada clase, los diferentes ritmos, fortalezas, barreras y estilos de aprendizaje de una diversidad de alumnos, sin olvidar que los exámenes escritos son solamente un recurso más para las evaluaciones, pero no por ello dejan de ser una valiosa oportunidad para potenciar las habilidades socioemocionales, la sensación de logro y la inclusión en instrumentos que llegan a ser detonantes de altos grados de estrés y frustración que impactan en el autoconcepto y por ende, en la seguridad y autoestima.
Por ello, está modalidad de examen implica orientar en la gradualidad de los reactivos, no admite iniciar con lo más complejo o el nivel medio de dificultad, al igual que en los video juegos, la sensación de logro, la motivación y las ganas de avanzar surgen al ir ganando, al poder, al tener la confianza de que se resolvió bien, en un contexto de examen que retoma la realidad de los estudiantes, sus intereses, entorno y problemáticas que amerita atender.
En esta alternativa de pruebas, se sugieren de cinco a seis reactivos de bajo grado de complejidad, de diez a quince reactivos con el nivel promedio acorde a los aprendizajes esperados del grado, de tres a cinco reactivos con alto grado de dificultad (sin que representen un desafío), y por último, un reactivo de reto, que quizás hasta al alumno más alto académicamente le implique mayor esfuerzo, por ello, dentro de las instrucciones se importante especificar que si no se logra resolver, no afecta la calificación; pero si se contesta de manera correcta, genera puntaje adicional al valor total del examen.
La evaluación debe representar una oportunidad para seguir aprendiendo, aprender al momento que se está siendo evaluado y autoevaluado, por lo que, el tipo de reactivos y los apartados se entrelazan y se vuelven unos a otros en una propuesta que contenga reactivos de opción múltiple, preguntas abiertas, completar o diseñar tablas y organizadores gráficos, el apartado de autoevaluación con aspectos académicos, formativos y socioemocionales, así como un espacio para que el alumno explique lo que aprendió y no viene en la prueba.
Ser maestros favorecedores de la inclusión es un compromiso más allá del plano profesional, es una actitud de servicio, de responsabilidad compartida, de una calidad humana que crece al generar espacios, estrategias, recursos y nuevas alternativas para que todos desarrollen sus talentos desde el autoconocimiento, la sensación de logro, el reconocimiento y el sentido de pertenencia.
Autor:
Dra. H.C. Marisol Gutiérrez Jones
Directora General Académica de Colegio SEBEC
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