Estrategias metodológicas en la mediación del aprendizaje en estudiantes con dispraxia

Abstract

Dyspraxia is among the most common learning difficulties that students present within any educational context, therefore, it comprises a problem for the educator, who must face it and better guide the learning of their students. Multiple investigations have been carried out to determine the causes of this coordination disorder, since when presenting it, students show limitations in the fine and gross motor domain, laterality, organization and specific difficulties. This requires a timely intervention by the teacher, who must plan activities that solve the limitations suffered by dyspraxic students, based on this premise, the present work aims to determine the most pertinent methodological strategies for pedagogical mediation in BDD children. A qualitative research was carried out using the analytical-synthetic method, collecting information from secondary bibliographic sources, this allowed to conceptualize and characterize the variables raised in the title of the research. With the results obtained, the main affectations of dyspraxia in specific areas of motor development, the sense of location of the learner and their organization were evidenced, in addition, the main strategies were established that allow improving the mediation process of their learning and some indicators that show the presence of the disorder. Finally, timely intervention by the teacher is considered essential, since it is a determining factor in improving the learning process of students with developmental coordination disorder.