Estrategias didácticas para mejorar el proceso de enseñanza-aprendizaje en estudiantes que presentan disgrafía

Abstract

This research work is aimed at improving the learning process of children with dysgraphia through the use of didactic strategies, since dysgraphia is a specific learning disorder that makes writing difficult, both in its layout and in its spelling. It is presented by various factors, among them we have the causes of a maturational, characteristic and pedagogical type; It is a learning difficulty that is often manifested in classrooms, therefore, the teacher is required to be prepared to be able to assume responsibly from their educational practice, the search for appropriate mechanisms or tools to help students that present this difficulty. This research is framed in proposing didactic strategies through a bibliographic approach for students with dysgraphia and can be applied during the teaching-learning process. The methodology used is qualitative inductive, because it allowed collecting relevant information from different bibliographic sources to obtain as a result the various strategies that the teacher can use to optimize the learning of children with dysgraphia. It is important that the teacher makes an early detection of learning difficulties according to the manifestations that students present in the classroom, to intervene immediately. In conclusion, the teacher must select different strategies that allow him to respond flexibly to those needs presented by children with dysgraphia problems; in order to progressively improve the development of their motor skills and their writing skills.