Inclusive pastry: Teaching-learning strategies in the training of people with disabilities
DOI:
https://doi.org/10.70221/rgc.v3i2.67Keywords:
inclusive education, pastry, soft skillsAbstract
This article examines the impact of an inclusive pastry course designed for people with disabilities, implemented at the Pontificia Universidad Católica del Ecuador – Ibarra, with the aim of evaluating how adapted teaching strategies fostered the development of technical skills and soft skills. The course, which took place between February and March 2022, included the participation of seven individuals with various disabilities, such as cerebral palsy, autism, intellectual disability, schizophrenia, and visual impairment. It was taught by an instructor with the assistance of four gastronomy students as tutors. The methodology used was qualitative, with an exploratory and descriptive approach. Techniques such as interviews, direct observation, and a field diary were employed, along with instruments like interview guides and observation sheets. The sample included all course participants, as well as the tutors and instructor. The results indicate that the group developed twelve preparations, including pizzas, donuts, colada morada with guaguas de pan, alfajores, croissants, and cookies, among others. Furthermore, the course not only facilitated the learning of technical pastry skills but also contributed to the development of essential soft skills, such as communication, teamwork, patience, creativity, and problem-solving, both in the students and the tutors and instructor. Progress in soft skills reflected an improvement in social interaction and the integration of participants into the educational process. Finally, it is concluded that adapted and inclusive environments are essential to ensure the full inclusion of people with disabilities in educational and work contexts, highlighting the importance of designing accessible and inclusive spaces
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