Aprendizaje virtual y aprestamiento lecto escritor en una niña con síndrome de Down.

Abstract

The present case study aims to determine the influence of virtual learning on the literacy readiness of a girl with Down Syndrome, based on the epistemological foundation of the Cognitive-Behavioral approach. Established by Pavlov based on the theories of conditioning and by Piaget with his cognitive theories of assimilation - accommodation for the acquisition of knowledge, this approach is aimed at correcting inappropriate behaviors and understanding the thought processes of our object of study. The categories of analysis established in the research are: learning difficulties of children with DS, virtual learning and literacy readiness. Taking as an object of study a girl named Sofía who is 8 years old, belongs to the Private Educational Unit "Santa María" of the city of Machala and is in the 4th year of Basic General Education, the same as according to her latest report accomplished psychopedagogical, has a mental age of 4 years, The methodology used in this research work is qualitative in nature with a descriptive and correlational scope, this research design allowed the collection of information necessary to determine our objective. Likewise, in order to answer the research objective, the techniques and instruments considered to evaluate the study variables were selected, and they were the following: open interview directed to Sofía's tutor, since it is she who accompanies her during her virtual learning and knows their abilities and difficulties; observation is another technique that allowed us to obtain objective and highly important information; lastly, the application of the ABC test to evaluate their readiness and writing skills. It is believed that the influence of virtual learning is an impediment to the readiness of Sofia's reading and writing, this information is corroborated with the help of the results that have been obtained through the applied evaluative instruments that we mentioned above, since it is not has come to show no significant improvement in their literacy, this learning delay is also due to teachers and their strategic blunders at the time of intervening with the subject of study. Within the recommendations it is established that a change in the teaching methodology of the teacher is recommended, so that it meets the needs of the girl, in addition to avoiding the accumulation of tasks so that there are no problems in her acquisition of learning.