El conocimiento del docente acerca de las adaptaciones curriculares para la atención de estudiantes con disgrafía en el Centro de Educación Básica 24 de Mayo

Abstract

In education, various problems have been evidenced that affect the teaching-learning process, which have consequences for teachers and students. For this reason, these difficulties should be considered of utmost importance in the pedagogical field to avoid possible inconveniences in the future, both for students and educators. On the contrary, if these shortcomings are not adequately addressed, the learning process will be reflected in a negative way. One of the many problems observed is the difficulty in writing that the students of the Institution to inquire have, the most seen are: inadequate writing, confusion of words, incorrect use of pencils or pens, these bring with them inconveniences in the field cognitive, psychological, among others. Therefore, it implies that this topic is of great relevance and it is a fact that educational agents must consider it one of the fundamental processes to be dealt with in education. To address the problem found, curricular adaptations were considered as the main factor since it shows the different adaptations that must be made to attend to students with learning problems. For this, the Basic Education Center “24 de Mayo” of Tenguel Parish, the place where the study was carried out, has been taken into consideration. A diagnosis was made, the same one that helps to verify the presence of the aforementioned problem, in view of these setbacks, it was claimed to elaborate a proposal that helps to reduce the aforementioned problem. This study is supported by relevant theoretical information, found in current scientific articles and journals, which is verified through experiences and experiences in schools during pre-professional practices, which served to incorporate new knowledge. The methodology used in this research corresponds to bibliographic information, type of applied research, together with the analytical-synthetic method, with instruments executed and validated by expert educators, such as surveys, observation guide and data provided by the directors of the Institution. Once the data was collected, the pertinent interpretation was made, which confirmed the existence of the problem, and from this, the investigation was elaborated in depth, focusing on collecting data about how to teach students with dysgraphia, for this reason, the evidenced the scarce implementation of curricular adaptations.