Estrategias para la intervención educativa de niños/as de primaria con limitaciones motoras

Abstract

This academic work is aimed at improving the educational process in attention to students with motor limitations through the use of strategies that allow responding to diversity in the classroom. The issue of diversity is a worrying scenario for teachers in the sense that they must find a way for their students with some type of difficulty to be part of the educational process. In this case, for students with motor limitations, the educator must be able to establish strategies that adapt to the reality of the students, that is to say, methodological measures that adapt to the conditions of the students. The purpose of this paper is to determine which are the strategies to promote adequate learning environments in elementary school students with motor limitations associated or not to a disability. The inductive method was used, because it allowed gathering important information from different bibliographic sources, with the purpose of establishing which strategies allow the teacher to approach the curriculum of children with motor limitations. In this sense, the teacher's actions become fundamental when he/she recognizes the student's situation; this implies that he/she must propose whatever is necessary for the academic and personal well-being of the student with motor difficulties. In conclusion, the educator must select strategies that respond to the difficulty that the student with mobility limitations has, with the purpose of gradually improving the student's motor skills during the teaching-learning process.