Estrategias pedagógicas y didácticas para atender la dislexia en los procesos de aprendizaje en el desarrollo de destrezas y técnicas de estudios DDTE con alumnos de la Unidad Educativa del Milenio Intercultural Bilingüe Chibuleo.

Abstract

This project was based on the identification of a problem that arose during the pre- professional practices carried out during the course of the Intercultural Bilingual Education (IBE) program. The research was conducted at the Intercultural Bilingual Community Educational Unit "CHIBULEO" and focused on fifth, sixth, and seventh-grade students in general basic education. These pre-professional practices provided the opportunity to acquire essential knowledge about strategies for designing and implementing approaches aimed at addressing special educational needs that are not linked to disabilities, such as dyslexia. The primary objective of this research lay in the comprehensive analysis of the difficulties that arise during the teaching and learning process for students with special educational needs, emphasizing the urgent need to apply suitable pedagogical approaches that enable them to thrive both within and beyond the school environment. To carry out this study, a qualitative approach was adopted, and various tools and research techniques were employed. Interviews were conducted with school authorities, parents, and the students themselves, whose testimonies were directly linked to educational work. These conversations provided essential data that underpinned the analysis and development of the project. Additionally, a meticulous observation of students with difficulties was conducted, with the purpose of identifying levels of present dyslexia and simultaneously discovering strategies that would suit the specific needs of children affected by this condition. This detailed observation yielded valuable information about the challenges they face, laying the groundwork for the creation of pertinent pedagogical strategies. Finally, the impact of these strategies on the students' learning process was evaluated. For this purpose, strategies were designed and presented to the teacher, with the aim of implementing them in the educational environment. This approach sought to foster effective progress in various cognitive and motor skills in students with special educational needs. Subsequent evaluation determined whether these strategies effectively benefited the learning process and contributed to the comprehensive development of the students. https://www.canva.com/design/DAFojl-No0A/3Is3UKSz4et8e7L6uK0YMg/edit?utm_content=DAFojl- No0A&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton