Ambiente de aprendizaje inclusivo para atender la diversidad de estilos de aprendizaje en la enseñanza de la lectoescritura en la escuela de Educación Básica de Innovación UNAE

Abstract

The present study aims to design a learning environment that caters to the diversity of learning styles in reading and writing in the first year of EGB at the UNAE School of Basic Education of Innovation. To meet this objective, the classification of learning styles of the VARK model is taken as a reference, which proposes that students learn through their perceptions collected by their sensory channels; auditory, visual, and kinesthetic. In addition, the research process was conducted from an interpretive paradigm with a qualitative approach, which allowed for analyzing the information obtained subjectively. This research was carried out through a case study, for which its five phases were applied, which allowed us to know the particularities of the focus of the study of the research. To gather all the information, techniques such as interviews, participant observation, and surveys were applied. Similarly, instruments such as the observation guide, the interview guide, the question guide, and the field diary were used. To analyze the results obtained, the operationalization of variables and triangulation was done to compare and verify the information obtained; this allowed understanding that the visual, auditory, and kinesthetic styles are present at the time of acquiring knowledge in reading and writing. Finally, an intervention proposal is proposed, which consists of an inclusive learning environment that works with strategies that address diversity such as diverse groupings and the Universal Design for Learning (UDL).