El arte como estrategia para fortalecer el proceso lector-escritor en niños con dislexia.

Abstract

Over time, the term learning difficulties has existed, as a result of research, theories and authors, it has presented an evolution that currently generates a broader vision of this topic. This work focuses on dyslexia understood as an alteration in reading characterized by difficulty in the reading process and in communication. The purpose of this work was to design a support booklet for the teachers of the third grade of primary school of the Águeda Gallardo de Villamizar School (National Garden Headquarters) who work with children who present dyslexia, in order to strengthen their reading process, based on the fact that the Difficulty of learning is something very common in classrooms, compared to the academic tasks taught daily, observing the context where the educational institution is located, reflecting certain shortcomings in its curricular structures in the face of this problem. The research work arises from the need to articulate art in the different activities that take place in the academic days of children who present learning difficulties "dyslexia" of the third grade of primary school of the Águeda Gallardo de Villamizar School (National Garden Headquarters) with the purpose of creating a support booklet for teachers where artistic strategies are established to strengthen the reading process of children who have learning difficulties "dyslexia". The instrument applied for the collection of information was participant observation, through which it was concluded that the creation of a support booklet for teachers in which they find the information necessary to develop assertive processes with these children is relevant. and in the same way to work inclusive education.