Sistema de Estrategias Metodológicas Inclusivas para Mejorar el Proceso de Enseñanza y Aprendizaje de la Lectoescritura desde la Atención a la Diversidad en la Unidad Educativa Ciudad de Portoviejo

Abstract

The present work "System of Inclusive Methodological Strategies to Improve the Teaching and Learning Process of Literacy from the Attention to Diversity in the Educational Unit Ciudad de Portoviejo", focuses on the development of literacy skills from a perspective of attention to the diversity. It is theoretically supported from a social model of inclusive education, with methodological strategies such as cooperative work and the DUA for attention to diversity and from the communicative approach for language teaching, based on the FAS method for teaching language. literacy. The methodology was based on the interpretive paradigm, a qualitative approach and as a method the case study of the second grade students and the Language and Literature teacher of the City of Portoviejo Educational Unit. It was diagnosed using techniques such as: bibliographic review, documentary analysis, learning styles test and rating scale. This revealed that students show little development in their literacy skills; Due to the scarce preparation of teachers to use the strategies that allow them to attend to their students, according to the different ways of learning. To resolve these limitations, a system of inclusive methodological strategies was proposed, with playful techniques to improve students' literacy. With the design of the proposal, it was possible to develop a system of inclusive methodological strategies that has the potential to significantly improve the teaching and learning process of literacy, effectively addressing the diversity needs of students, including those who have disorders, such as dysorthography, dysgraphia, dyslexia and ADHD, thus promoting a more inclusive education adapted to their specific needs.