Plataformas digitales para la atención de la dislexia en estudiantes de tercer grado de la Escuela "Vicente Rocafuerte" Cantón Pasaje 2023-2024

Abstract

The present research work is focused on promoting the use of digital platforms for dyslexia care in third grade students, Vicente Rocafuerte School of Pasaje 2023-2024. The objective is to determine the positive impact of these platforms by providing customizable, interactive, and accessible resources that improve their learning experience, motivation, autonomy, and confidence. This study addresses a relevant and promising topic, presenting an innovative alternative to the challenge of addressing SEN and promising a significant impact on the integral development of learners. The methodology used includes a qualitative-quantitative approach, with a descriptive, explanatory, relational and propositional level, in addition to a bibliographic and field modality. The factual study was carried out by means of an interview directed to 5 directors and 3 teachers in charge of each parallel of the third grade, as well as a survey to 72 parents of the mentioned course. The results show that there is a deficit in the knowledge, management and use of digital platforms that could serve as support for the attention to dyslexia by teachers. And, according to parents, these resources are not being used to stimulate the development of reading and writing skills in their children. It is concluded that it is imperative for educators to seek continuous training in innovative educational technology strategies, in order to integrate relevant digital tools to design more dynamic classes and promote progress in the language skills of students with dyslexia. Consequently, the proposal of a didactic guide effectively consolidates the continuity of new methodological strategies that allow addressing the diverse pedagogical needs associated with dyslexia. Therefore, the implementation of the proposal is considered feasible given that it has a positive impact in multiple areas, including technical, social, and legal. This allows teachers to consolidate new knowledge in relation to the use of digital platforms for timely attention, improving the quality and educational inclusion.