Propuesta de un programa de estrategias didácticas inclusivas para el proceso de enseñanza - aprendizaje de la lectoescritura destinada a estudiantes con discapacidad intelectual leve en Básica Media de la Unidad Educativa “Víctor Gerardo Aguilar”: Estudio de caso.

Abstract

The teaching-learning process of reading and writing is one of the fundamental aspects in the development of the human being, because through these skills new learning can be given way; Although it is a process that needs various stimuli, it is a task of great demand for the teacher, for this reason it is necessary for the teacher to integrate strategies, tools and resources into their educational practices that motivate and generate meaningful learning. According to several studies, it has been proven that the human brain is different and therefore its learning rate varies, and although it is known that there are certain factors that determine the appropriate age of learning, these change depending on the characteristics and conditions of the people. For this reason, the present investigation had as general objective to design inclusive didactic strategies for the teaching-learning process of literacy in basic media of the Víctor Gerardo Aguilar Educational Unit. As a result of the investigation, a proposal of inclusive didactic strategies was left, whose purpose is to enhance literacy skills and include students with mild intellectual disabilities in the development of classes. The research was based on the socio critical paradigm approached from a qualitative approach. In addition, participant observation, interview and documentary review were shown. The case study was the methodology in which the information collected, and the designed proposal were specified. The proposal was validated through the criteria of specialists, who evaluated its coherence, relevance, belonging and excellence. The results obtained from this validation determine if the proposal is viable and is in correspondence with the needs of the research.