Estrategias neuropedagógicas para el fortalecimiento de las habilidades lectoescritoras en estudiantes con discapacidad intelectual

Abstract

Despite the undeniable advances of neuroscience in the last decades and its inclusion in the educational field as a teaching-learning process, from the fieldwork as a teacher, in the basic and middle school sections, it can be evidenced how these advances are ignored. The contributions made by neuro pedagogy could be taken as "guidelines" to accept the need for a progressive individualization in the short and medium term of the methodologies and teaching strategies applicable to processes such as reading and writing, responding to the requirements of the unique and differentiated nature of the brain of each student, and even more, in those who have a diagnosis of intellectual disability, to varying degrees; students who are in the classroom and for whom, as for the others, there is no provision of sufficient methodological resources to help them improve their difficulties in the apprehension and subsequent expression through the practice of the basic knowledge that is supposed to be acquired during school life. Therefore, in this research, through the case study of three students in the transition from third to fourth grade between the years 2021 and 2022, diagnosed with mild intellectual disability and, from Gardner's multiple intelligences, together with some of the contributions of Ausubel's theory of meaningful learning, the design, application, and impact of these theoretical foundations in the pedagogical practice to improve their reading and writing processes is evidenced.