Desarrollo de competencias básicas a partir de un proyecto de educación afectiva-sexual en el currículum de la E.S.O., en el aula de apoyo a la integración

Abstract

This research focuses on determining how affective and sexual education can be worked on within the new educational model which is based on Basic Competences, brought up in the Organic Law of Education 2/2006, of May 3rct, and also on proposing new work and invention paths for affective and sexual education for students with a cognitive handicap who attend the support-for-integration class at San Bias High School in Aracena. Sexuality is just another dimension of our human relationships, made in a conscious way, implicitly or explicitly, prívate or public which is certainly liable to repression, but which must not be eliminated. Sexuality has an atfective dimension, and also a moral and psychological one, and it has also a social use wilich is framed in the context of each culture. It is, therefore, a part of every person, in a natural way, and, such as, it must be dealt with at school, in order to provide information and appropriate training. Due to its very nature, we face a research of a qualitative kind, which is a methodology which is used more and more in the research field. We have chosen a non-probabilistic sample, because of convenience and judgement. It has been performed throughout a total of four phases, which comprise from de revision of current literature to the reduction and analysis of the data obtained in the El Pájaro Azul project. Data collection instruments have been created on our own, according to the technical demands of our process of analysis ofthe population to which it is addressed and to the intented used ofthe collected data. In regards to the results obtained, we need to distinguish two kinds: on the one hand, those which were obtained in order to meet the objectives which were proposed for the research; on the other hand, those which were obtained after the elaboration (interviews and discussion groups) and the development of the affective-sexual education project, evaluating up to what point El Pájaro Azul fostered the acquisition of the descriptors of each one of the basic competences, and an estimation for checking whether the needs � presented by the families and the students, and al so the ones brought forward by both discussion groups have been addressed by the above-mentioned project. Nevertheless, we ha ve performed an evaluation of the students for each of the eight key competences. The first results indicate that the key competences can undoubtedly be met throughout sexual and affective education; they also show that after revising sorne programs utilized in especial education centers and associations, there ate no criteria which can be the base for their elaboration, and improvisation is the trend, and that it is also commonplace to work on those aspects which are purely biological, instead of dealing with affective aspects, among others; they also demonstrate that it is possible to include this education in the program of the integration-support classroom; also, that families show lack of awareness in regards to the fields which are involved in sexuality, and they acknowledge their lack of training and outstanding limitations. In addition to that, they al so demand the inclusion in the currículum of this training for their children with a cognitive handicap, by prioritizing such topics as friendship, falling in love, and critica! self-reflection, among others. The second results show that the project of sexual and affective education has succeeded in fostering most of descriptors of the basic competences, sorne being more stressed than others. We state that there are significated differences among the different degrees of intelectual handicap; that is to say, students whose psychopedagogical assessment shows a light cognitive handicap show best results, in contrast to those who show a moderate cognitive handicap.