Estrategias pedagógicas inclusivas para docentes de estudiantes con trastorno específico del aprendizaje de la lectura de 8° año de la Unidad Educativa Particular Santa Mariana de Jesús, curso 2023-2024.

Abstract

In the contemporary educational context, the development of pedagogical strategies that understand the needs of students with specific learning disorders in reading emerges as a vital imperative to ensure the inclusion of this group, promoting their psychosocial well-being and their full potential for learning and social participation. The objective of this research project is to propose inclusive pedagogical strategies for teachers of students with specific learning disorders in reading in the 8th grade of the "Santa Mariana de Jesus" Private Educational Unit, academic years 2022–2023, from an inclusive perspective. Methodologically, it is based on an interpretive paradigm, with a qualitative approach and a case study method. Techniques and instruments such as interviews and observation guides were applied to teachers to understand the pedagogical strategies applied by educators in service to students with specific learning disorders in reading. The results identify various barriers that prevent meeting the needs of students who present the difficulty, including lack of knowledge about pedagogical strategies, lack of control and continuous training of teachers, and segregating and excluding labeling of students with functional diversity from their peers. As a proposal, four activities based on the pedagogical strategy of learning through play are designed to train 8th-grade teachers so that they have the knowledge and resources necessary to work on the skills of students with specific learning disorders in reading. This design was evaluated by specialists' criteria, concluding that they are pertinent, coherent, relevant, efficient, functional, and have a high impact in addressing the identified problem.