Estrategias didácticas para la atención de estudiantes de educación básica con problemas de disgrafía

Abstract

The objective of this essay is to determine the theoretical approach of didactic strategies in the order of correction and generic intervention and development in students with dysgraphia problems for the attention and improvement of general psychomotor abilities in students of Basic General Education, for which they are proposed three specific strategies, under the methodological proposal of Hernández, for students with writing disorders, whose application improves the generic motor skills in students of Basic Education. The proposed methodology uses pedagogical and psychological processes that justify the new educational trends, having as a result that the strategies of the present study propose the early correction of dysgraphia problems, in addition to enhancing the needs of schoolchildren with learning difficulties, they are a fundamental tool for the teacher in the diversification of motor, communication and linguistic skills. The cognitive and neuropsychological functions must be taken into account, since they are in relation to the maturation of the subject, thus it can be inferred how the psychic aspects condition learning and in this way the application of strategies with adequate activities for the treatment of dysgraphia.