La instrucción diferenciada en ambientes virtuales para la atención a la diversidad de los estudiantes con necesidades educativas comunes e individuales del sexto año de EB en la UEM Sayausí

Abstract

The objective of this research was to build a didactic sequence through the differentiated instruction methodology to meet the common and individual educational needs in a virtual environment of the 6th year EB students from UEM Sayausí. It is located in the Didactic research line of curricular subjects and pedagogical practice. The work modality was an educational research project. It was developed under the socio-critical paradigm and the method used was participant action research. Participant observation and a field diary were used as a technique; also the interview for the teacher and a questionnaire-type survey directed to the 37 students. Based on the diagnosis, a didactic sequence was designed that, based on the results, would address the existing weaknesses in this population in terms of differentiated instruction to the educational needs of reading comprehension in a virtual environment. For data analysis, a categorization and triangulation structuring process was carried out (qualitative data), and the frequency and percentage calculation for quantitative data). It is concluded that differentiated instruction is necessary, taking into account the reality of the students; in addition to that with the design of a contextualized and pertinent didactic sequence it allows to empower both the teacher and the students.