Didactic strategies for the attention of students with special educational needs of the Educational Unit "Pedro Fermín Cevallos"

Abstract

Introduction: Inclusive teaching strategies refer to any number of teaching approaches that address the needs of students with a variety of backgrounds, learning modalities, and abilities. Materials and methods: In the Educational Unit "Pedro Fermín Cevallos" a study was carried out on the didactic strategies used by teachers for the learning of children with special educational needs, which were included in regular education at the request of the Ministry of Education, for whom a proactive critical survey was carried out, in which the educational reality received by students with functional diversity was analyzed. Results: An alternative solution was extended through the elaboration of the "Guide to didactic strategies for the attention of students with SEN of the EGB sublevel of the Educational Unit "Pedro Fermín Cevallos", School Period 2021-2022", which served as a tool for the teacher to strengthen and develop the abilities, skills and attitudes of those who participated effectively and affectively in face-to-face and extracurricular activities, their quality of life for a better cognitive or affective and social performance. Discussion: The strategies contribute to an overall inclusive learning environment in which all students are perceived to be valued and capable of success. Conclusions: The corresponding programmatic adaptations were made according to the degree of affectation that each student had and in collaboration with directors, teachers, parents and the entire educational community to achieve a quality and warm education for those children who were considered productive units of society in the future.