Multisensory methodological strategy for the care of seventh-grade students with dyslexia in basic education.
DOI:
https://doi.org/10.62452/258tf717Keywords:
Dyslexia, inclusive education, inclusive methodological strategy, educational technologies, multisensory teachingAbstract
The research aimed to design and validate a multisensory methodological strategy for seventh-grade students with dyslexia in basic education. Dyslexia, which primarily affects reading, poses significant challenges in educational systems that do not adequately address individual differences. Within the framework of inclusive education, which promotes equity and respect for diversity, the goal was to ensure access to quality learning for all students. A mixed-methods approach was adopted, combining quantitative and qualitative techniques to achieve a comprehensive understanding of the phenomenon. The initial diagnosis revealed that the absence of appropriate multisensory strategies negatively affects the academic performance and self-esteem of students with dyslexia. In response, a strategy was developed focusing on diversity awareness and the transformation of traditional teaching practices. The proposal incorporated multisensory instruction as its main axis, integrating visual, auditory, and kinesthetic stimuli through resources such as videos, interactive games, manipulative materials, and technological tools. This adaptation of content and teaching methods fostered reading comprehension, writing development, and the strengthening of self-confidence. The implementation of the strategy at the Unidad Educativa Fiscomisional Monseñor Jorge Mosquera showed positive results and received validation from special education specialists, who highlighted its effectiveness and potential for replication in other school contexts. In conclusion, an inclusive strategy based on multisensory teaching is essential to ensure equal opportunities and promote the academic success of students with dyslexia.
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