Educational strategy to improve the academic performance of fifth-grade students with disabilities.
DOI:
https://doi.org/10.62452/4j1pbv98Keywords:
Functional diversity, inclusive education, teaching strategies, academic performance, cooperative learningAbstract
Functional diversity constitutes a fundamental axis of inclusive education, as it recognizes and values the different ways in which people learn, communicate, and participate in society. This study is based on the importance of ensuring equitable and meaningful education for all students, especially those with diverse educational needs. The main objective was to design and validate an inclusive educational strategy aimed at improving academic performance in Language and Mathematics among students with functional diversity. The methodology followed a mixed approach, combining qualitative and quantitative techniques through observations, interviews, surveys, and diagnostic tests applied before and after the intervention. Initial results revealed that 70% of the students showed low achievement levels, mainly due to traditional teaching methods and a lack of adapted resources. In response, a six-week strategy was implemented, structured around three core components: the use of multisensory resources, cooperative learning, and family participation, with progressive and differentiated activities tailored to individual learning rhythms. Specialists who evaluated the proposal agreed on its relevance and transformative potential, highlighting improvements in student motivation, autonomy, and participation. However, they recommended extending the implementation period and strengthening teacher training to optimize outcomes. In conclusion, the proposal demonstrates that effective inclusion and the use of adaptive strategies can significantly enhance academic performance and educational equity.
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