Estrategias metodológicas para la enseñanza de los estudiantes con necesidades educativas especiales grado 3 en la Unidad Educativa 26 de febrero

Abstract

Education is a fundamental right for all individuals. However, current educational processes reveal a gap in the development of skills, competencies, and knowledge acquisition among students. This is due to discussions about inclusion that fail to consider the challenges of implementing it in the classroom. Therefore, the objective of this research is to develop a guide module for designing learning environments in Language and Literature for students with grade 3 special educational needs associated with intellectual disabilities in the Intermediate Level of Unidad Educativa 26 de Febrero, located in Paute, Azuay. The action research methodology was applied, which includes planning, action, observation, and evaluation, with a qualitative approach and a socio-critical paradigm. The techniques used were documentary review, direct observation, and semi-structured interviews. The study concludes that there are still limitations in the teaching-learning process regarding the principle of educational inclusion: teachers need additional training on managing students with special educational needs. Despite this, the methodological strategies used by teachers in Language and Literature department to develop meaningful and functional learning environments incorporate practices such as Project-Based Learning, Collaborative Work, and Storytelling to make teaching and learning processes more impactful. As a result, a guide module was developed as a proposal for the Language and Literature area.