Técnicas multisensoriales como estrategias de intervención en niños de quinto año de Educación General Básica con disgrafía de la Unidad Educativa del Milenio Penipe.

Summary The present research work was carried out with the objective of "Analyzing techniques multisensory as intervention strategies in children with dysgraphia in the Unit Education of the Millennium Penipe during the 2021 - 2022 school year ". The methodology used was descriptive because it allows observing and describing the level of knowledge of teachers about intervention strategies regarding this learning disorder, due to the level was of a proactive type because a multisensory techniques guide was designed to the digraph. The instruments used for this research are the exploratory test of cursive writing (P.E.E.C.) of Condemarín applied to the 27 students and applied surveys to the teachers of the fifth year of EGB of the Educational Unit under study. According to application of the PEEC test, it was possible to show that the students present errors in the quality of the copy, the most common being irregularity in the size of the letters, upper strokes of the letters. Therefore, the existence of 6 children whoThey have dysgraphia. The level of knowledge of teachers about teaching strategies intervention remains at a medium level. It is considered appropriate that teachers continuously train on intervention strategies regarding the processes ofreading writing, considering that teachers must provide support and follow-up pedagogical to students who present educational needs; this way kids can overcome learning difficulties and can develop in an integral way.

• Autore principale: Mosquera Cuñez, Patricia Alexandra (author)
• Natura: masterThesis
• Lingua: spa
• Pubblicazione: 2022
• Soggetti: disgrafia; trastorno de escritura; técnicas multisensoriales; estrategia
• Accesso online: http://dspace.unach.edu.ec/handle/51000/9808