Estrategias Logopédicas para contribuir a corregir los trastornos de la escritura en una estudiante de 5to año de la Educación Básica de la Unidad Educativa San Juan de Jerusalén

Abstract

The following research work is based on one of the most common problems of regular school and special education schools, or educational contexts, this problem known as dysgraphia or writing disorders is one of the difficulties that many students may present in their educational development and that from the educational approach we work to correct these difficulties, students who present this difficulty may present several characteristics of this disorder but these are not always present in their entirety, this is a function of the functional diversity that exists and that makes us each individual as a unique and unrepeatable being in ways of learning, development, cognitive acquisition processes, etc., where each one of us can present educational needs in certain areas of development. In addition, the important role that the teacher plays in the classroom is taken into consideration, where this is the main actor in charge of providing the necessary support to overcome these difficulties or barriers that can delay learning, for this it is important that as teachers we learn what they are the bases of the different cognitive processes, specifically the fundamental bases of the production of language, this because this is the main way we have to share, collect, analyze information, communicate and the most important thing to be able to reach students in the different teaching-learning processes. In the same way, knowing the different pathologies or disorders that a student can present in relation to characteristics, causes, types can contribute to exercising a better educational practice that starts from the needs of students to exploit their potential and overcome certain difficulties so that meaningful learning spaces are generated from the classroom and without the need to look for specialists who would address these issues from an individual work approach where the learning environment such as the classroom and all its involved actors would be replaced by another location where the student would become a patient who has a diagnosis, hence the importance of the teacher preparing adequately to be able to attend to the students from a pedagogical perspective and the specialists can be support in these processes.