Personalized Attention for students with Learning Difficulties

Abstract

Introduction: Personalized attention for students with learning difficulties in primary education is fundamental to achieving inclusive and quality education. This requires individualized work by teachers based on a thorough diagnosis of needs and potential. Materials and methods: A mixed-methods approach was used, employing theoretical methods (analysis-synthesis, systemic-structural-functional) and empirical methods (observation, interviews, surveys, document review, and case studies). The purposive sample consisted of 51 students with learning difficulties and 165 teachers from 20 schools in the Antonio Maceo District, Santiago de Cuba. Results: The diagnosis revealed that only 40% of teachers are proficient in providing personalized support; 90% recognize a need for training in pedagogical support. Fifty percent assign tasks based on the group average without addressing diversity. The main difficulties identified were: slow knowledge assimilation, predominance of rote learning, dependence on the teacher's judgment, and low class participation. Discussion: The findings are consistent with previous studies (Leyva, 2023; Gómez et al., 2018) on the persistence of difficulties in reading, writing, and mathematical calculation. The need for professional development for teachers to provide personalized attention is highlighted, distinguishing this from research focused solely on metacognitive strategies for students. Conclusions: Personalized attention is a priority in guiding the teaching-learning process. Teachers play a crucial role in their self-management to improve the quality of equitable and inclusive learning, significantly influencing the development of the student's personality and social success.