Guía Pedagógica para estimular las habilidades en la preescritura en una estudiante con síndrome de Down de la Unidad Educativa Especial del Azuay

Abstract

This research is about how to stimulate pre-writing skills in a student with Down syndrome in the Special Educational Unit of Azuay "UNEDA". She does not have developed pre-writing skills, which is evidenced by the lack of manual eye coordination and the extremities, little development of the phonemic ear, of spatial notions, laterality, figurative memory, marking exercises and reproduction of designs. In addition, the teacher does not have training to work pre-writing with students with Dow Syndrome. The objective is to propose a pedagogical guide to stimulate pre-writing skills in the student with Down Syndrome. The theoretical search related to the stimulation of skills for prescribing in students with Down syndrome; allowed to make a diagnosis of the current situation of the problem; from a qualitative approach and selecting the student with Down Syndrome as a case study. Techniques such as: observation, interview, documentary analysis and data triangulation were applied, which showed that the activities in class did not stimulate pre-writing skills, the teacher only used video as a resource and did not guide parents on how to work with student. A pedagogical guide is proposed to eradicate the identified barriers, the guide is founded and designed, which consists of three stages and four phases, with two activities in each one and culminates with an evaluation of the proposal. Finally, it is considered that the pedagogical guide is relevant to achieve the objectives set.