Adaptaciones curriculares para la atención a problemas de la escritura en niños de cuarto grado, Escuela Vicente Rocafuerte periodo 2020-2021.

Abstract

In the educational context, there is evidence of a set of situations that affect the teaching-learning processes, and that due to their characteristics usually create difficulties, both in the management of the teacher as well as in the academic development of the student, and it is precisely these facts that They happen in the educational environment, which must be taken with the importance and relevance of the case, since the opposite causes a series of obstacles that are becoming more acute, without timely decisions being made by those who take direct action in the educational system. One of these difficulties mentioned corresponds to the writing problems in children in the fourth year of basic education, whose context concerns not only the legibility of the writing, but also the correct way in which the child expresses his ideas graphically, which supposes a problem that involves several contexts of their learning, such as cognitive, procedural, comprehension, among others, whose scope and significance establish the importance with which this issue of a school nature should be treated. To address the aforementioned problem, the curricular adaptations that are established from the need to attend to children in the fourth grade of basic education who show dysgraphia problems have been taken as a research reference, for which it has been placed as a reference for the gathering of information from the "Vicente Rocafuerte" Educational Unit of the Pasaje canton, the site in which this study is referenced, from which a diagnosis is established, which will allow to establish the existence of the aforementioned problem, being able in this context, to elaborate a intervention proposal, which allows to contribute to the solution of the problem found. In this research work, important theoretical support on the subject has been given, based on relevant information from relevant and current scientific articles, taking reference from those arguments, from which it was confronted with experiences and experiences of its own in institutions educational, which were enriching the argument. Regarding the methodological part, reference is made to the analysis of bibliographic information, the field study, the application of the methods is analytical, explanatory, descriptive, qualitative, quantitative, under this important information was collected to obtain the diagnosis of the problem, referred through the application of instruments validated by experts, such as surveys, interviews, among others. Once the information was obtained, its respective interpretation was proceeded, resulting in the identification of the problem, from which the present investigation was built, tending as a fundamental element, to collect information to determine how dysgraphia problems affect fourth-grade children in the subject of language and literature and the evident lack of curricular adaptations to meet this special educational need.