Adaptaciones curriculares para la atención de estudiantes de cuarto año de educación básica con diagnóstico de dislexia.

Abstract

The present work shows the problems of dyslexia in children in fourth grade of basic education, from this perspective the attention to diversity is expressed at a higher level of synthesis, by conceiving the student as the center of the process based on their individual differences, both from the instrumental cognitive point of view as a motivational and evaluative affective. The objective was to analyze as a possible alternative to curricular adaptations. The methodology used corresponds to the qualitative approach, which consisted in the application of a questionnaire to observe the teacher's performance in the teaching-learning process in the language and communication classes. Among the main results found are: teacher neglect with regard to children who have difficulties at the time of reading, in the same way it could be shown that they do not have adequate teaching resources to fulfill the proposed objectives, another situation observed was that the The teacher does not have adequate planning to attend to children who have problems in the implementation of the proposed activities. This led to the conclusion that there are deficiencies in teacher training, especially for the care of diverse children.