Aprendizaje de la lecto-escritura y el uso de las TICs en un niño con trastorno por déficit de atención e hiperactividad

Abstract

This thesis deals with the influence of the use of Information and Communication Technologies ICTs in the learning of literacy in a child with attention deficit hyperactivity disorder ADHD. The research problem focuses on determining how ICTs can affect and improve the literacy learning process in these children, who present specific challenges due to their condition. The general objective is to identify and analyse this influence, using Lev Vygotsky's sociocultural theory and George Siemens' connectivist theory as theoretical frameworks. Three methods were used to obtain results, an observation guide to monitor the child's behaviour and progress, interviews to gather perceptions and experiences of both the child and his or her educators, and the application of the Dr. Ricardo Olea reading and writing test to assess the level of literacy skills. The data obtained allowed us to analyse how ICTs influence learning and which strategies are most effective in supporting children with ADHD in their academic development. The findings highlight the potential of ICTs to personalise and improve literacy teaching, providing an adaptive and motivating approach for these students.