Recursos didácticos para fomentar aprendizaje multisensorial en estudiantes con dislexia

Abstract

The degree work, which is presented below, is fundamental within the procedure for obtaining the Bachelor of Basic Education Sciences degree and is projected as a link of all the knowledge acquired during the course of the pre-professional practices, which have been executed in the academic training space. With this, the research project was carried out as a result of the central problem called. How does the teaching resources affect the teaching-learning process to promote multisensory learning in second-year students with dyslexia, General Manuel Serrano Renda School 2021 period On the other hand, it is highlighted that, in this research project, the objective was to analyze how didactic resources affect the teaching-learning process to promote multisensory learning in second-year students with dyslexia, Escuela General Manuel Serrano Renda, period 2021. For which, the central hypothesis was defined, considering that the teaching resources to promote multisensory learning in students with dyslexia have a positive impact on the teaching process in those students, because it causes sensory stimulation, which It improves the learning of reading and writing. Likewise, it is important to emphasize that the study was framed under a quantitativequalitative approach, descriptive-explanatory type of research level, bibliographic and field research modality, in addition to the usefulness of inductive-deductive theoretical methods and empirical methods where it was dispensed with. of the application of a survey instrument directed to the select sample, which corresponds to the second year EGB teachers of parallels A, B, C, D and E, in order to establish in-depth details of the particularities of the object of study. study, understand the situational context and the possible phases of investigation and intervention that could be applied. Therefore, once the instrument has been applied, the results showed that teachers do not design and apply adequate teaching resources to meet the learning needs of students with dyslexia, focused on active and playful methodologies, for which it was necessary redirect the praxis of teachers for the management of teaching resources based on multisensory learning, so that they can collaborate with students to use their senses to access the acquisition of significant learning, adapting to the various styles of learning and equally way to improve their teaching performance. Based on that, the delineation of a methodological guide for use by teachers was proposed, in which guidelines are offered to teachers, regarding the design, development and application of teaching resources that promote multisensory learning in students with dyslexia. For this, the aforementioned proposal is perceived as support for the educator's practice, in correspondence to the pedagogical symptomatology of dyslexia, since they will have the opportunity to execute efficient teaching sessions with the help of multisensory didactic resources, and thus counteract the literacy limitations, reinforcing in students, phonological awareness, word identification, writing consonants and letters, seizing them to build phonemes, words and sentences.