Estrategia metodológica inclusiva para la atención a los casos especiales en la básica superior
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2021
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UNIVERSIDAD DE GUAYAQUIL: Facultad De Filosofía,Letras Y Ciencias De La Educación
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La presente investigación titulada ESTRATEGIA METODOLÓGICA INCLUSIVA
PARA LA ATENCIÓN A LOS CASOS ESPECIALES EN LA BÁSICA SUPERIOR, tiene
como objetivo general, describir las estrategias metodológicas inclusivas que utilizan los
docentes en las dificultades de aprendizaje de lengua y literatura a través de instrumentos como
encuesta, pruebas, para diseñar una guía pedagógica que fortalezca las habilidades de los
estudiantes de básica superior. Para esto se realiza una revisión literaria que permite entender
toda la teoría relacionada con el tema en cuestión y poder respaldar la investigación abordada. El
método a utilizar tiene un enfoque cualitativo-cuantitativo, su diseño es de tipo descriptivo, la
técnica aplicada es la encuesta -prueba con su instrumento el cuestionario basado en
proposiciones de acuerdo a los criterios de evaluación para el lenguaje oral y escrito
(Comprensión lectora, Grafomotoras – Escritura, Fluidez lectora), se usa como medición de los
resultados la escala de Likert con valoración cualitativa, así como la presentación de los
resultados por medio de gráficos estadísticos con su respectivo análisis.
The present research entitled INCLUSIVE METHODOLOGICAL STRATEGY FOR ATTENTION TO SPECIAL CASES IN THE HIGHER SCHOOL, has the general objective of describing the inclusive methodological strategies used by teachers in language and literature learning difficulties through instruments such as a survey, tests, to design a pedagogical guide that strengthens the skills of upper elementary school students. For this, a literary review is carried out that allows us to understand all the theory related to the subject in question and to be able to support the research addressed. The method to be used has a qualitative-quantitative approach, its design is descriptive, the applied technique is the survey -test with its instrument the questionnaire based on propositions according to the evaluation criteria for oral and written language (Reading comprehension , Graphomotor - Writing, Reading fluency), the Likert scale with qualitative assessment is used as a measurement of the results, as well as the presentation of the results by means of statistical graphs with their respective analysis.
The present research entitled INCLUSIVE METHODOLOGICAL STRATEGY FOR ATTENTION TO SPECIAL CASES IN THE HIGHER SCHOOL, has the general objective of describing the inclusive methodological strategies used by teachers in language and literature learning difficulties through instruments such as a survey, tests, to design a pedagogical guide that strengthens the skills of upper elementary school students. For this, a literary review is carried out that allows us to understand all the theory related to the subject in question and to be able to support the research addressed. The method to be used has a qualitative-quantitative approach, its design is descriptive, the applied technique is the survey -test with its instrument the questionnaire based on propositions according to the evaluation criteria for oral and written language (Reading comprehension , Graphomotor - Writing, Reading fluency), the Likert scale with qualitative assessment is used as a measurement of the results, as well as the presentation of the results by means of statistical graphs with their respective analysis.
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ESTRATEGIA METODOLÓGICA, INCLUSIÓN, COMPRENSIÓN LECTORA, GRAFOMOTORA, FLUIDEZ LECTORA, DIFICULTADES DE APRENDIZAJE