El DUA para Desarrollar el Proceso de Enseñanza y Aprendizaje de la Lectoescritura con Enfoque Inclusivo en el Segundo de EGB de la Escuela de Educación Básica Alfonso María Ortiz.

Abstract

The literacy reading and writing skills taught from traditional teaching has great limitations for the development of reading skills in students, it is a difficulty that is constantly counted in the classrooms, this prevents the learning of literacy, hindering the learning process in all areas of knowledge, of the second year students of the “Alfonso María Ortiz” General Basic Education school, from the El Tambo canton, Cañar province. The present investigation identifies the reading-writing levels developed by the students and the difficulties evidenced in this process, in correspondence an intervention plan is proposed for its improvement from the inclusive approach. The Methodological Design of the research was developed from the qualitative paradigm with the research-action methodology; The study population was 25 children and 2 teachers; the techniques used to obtain information from the students were the interview, self-assessment and instruments to assess reading and writing; while with the teachers a survey and an interview were applied. One of the most important results in this research is the lack of knowledge and application of inclusive strategies of teachers in the development of literacy and how Consequently, students in the second year of basic education have difficulty developing the inferential and critical level and show disorders in reading and writing. The intervention proposal that was designed and validated by expert judgment, is aimed at improving literacy skills by applying the Universal Learning Design and the Integrated Pedagogical Model of Verbal Communicative Competence.