Estrategias didácticas para mejorar la disgrafia en niños de 4to año EGB de la Unidad Educativa “El Carmen”, periodo 2023-2024.

Abstract

Teaching strategies are essential to overcome dysgraphia, a challenge that prevents legible writing, allowing educators to support students with this difficulty and enhance their development in the teaching-learning process. However, currently many teachers do not know how to address it effectively. Therefore, the main objective of this research is to analyze the teaching strategies for 4th year EGB children with dysgraphia, through a quantitative approach with a descriptive level using the techniques and instruments necessary to achieve the stated objectives. The results were obtained through a survey of teachers and a 4-question test for students, which was also evaluated through an observation sheet. Through the data obtained, it was evident that 50% of teachers believe that teaching strategies help to improve dysgraphia and teaching strategies were identified such as: exercises to release the hand, reviewing dotted writing, mazes, graphics, relating sound to pronunciation. But we must emphasize that the main teaching strategy is curricular adaptations. It was concluded that most teachers surveyed do not make curricular adaptations, limiting the learning and evelopment of students, while a small percentage of teachers do implement them, and are considered facilitators of learning, capable of turning challenges into opportunities for learning. growth and success of their students. Therefore, it is recommended that the Ministry of Education provide training and ongoing support to teachers so that they can design and implement effective curricular adaptations, personalized to the individual needs of their students, especially those with special educational needs.