Teaching Intervention in Functional Rehabilitation of Students with Motor Disabilities within the Framework of the New Mexican School
Keywords:
inclusive education, functional rehabilitation, motor impairment, teaching intervention.Abstract
The educational care of students with motor impairments represents a key challenge in contemporary educational systems, particularly within inclusive frameworks such as the Mexican New School (Nueva Escuela Mexicana). This article aims to analyze teaching intervention in functional rehabilitation processes for students with motor limitations from an inclusive and contextualized pedagogical perspective. A qualitative theoretical-documentary methodology was employed, based on a systematic review of recent scientific literature indexed in Scopus, Scielo, and Web of Science databases. Results show that effective teaching intervention integrates interdisciplinary strategies, flexible curricular adaptations, assistive technologies, and student-centered approaches. Furthermore, best practice patterns were identified, including continuous teacher training, collaboration with healthcare professionals, and family involvement. Pedagogical guidelines are proposed to strengthen teaching intervention in alignment with the principles of the Mexican New School. It is concluded that the teacher's role is crucial in improving motor functionality and educational inclusion, provided there is articulation between pedagogy, rehabilitation, and sociocultural context.
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