Estrategias Didácticas inclusivas para atención a la Diversidad del Aula Multigrado de la Escuela de Educación Básica José Rafael Arízaga Vega de la ciudad de Loja

Abstract

The objective of this research is to implement inclusive teaching strategies to give assistance to the diversity of students who are part of the multigrade classroom at the José Rafael Arízaga Vega School of Basic Education. This study focuses on addressing, from a theoretical foundation, the educational challenges that arise in a multigrade classroom environment, where students with different educational levels, ages, skills and needs share the same learning space, taking as reference the following authors: (Monge, 2012; Hernández 2014) this research is qualitative, based on the case study method. The information was collected through several techniques: bibliographic review, observation, interview and focus group. The analysis was carried out taking as references the categories of classroom organization, curricular planning and adaptation, teaching and evaluation strategies, time management, and community support and participation. The results obtained demonstrate that the work organization is based on carrying out activities according to each school year and not seeking the disaggregation of skills so that learning is developed in an inclusive way, responding to the needs of each group. To respond to these findings, a proposal with inclusive strategies was designed.