Intervención psicopedagógica para las dificultades de aprendizaje en un estudiante con trastorno por déficit de atención e hiperactividad de séptimo grado de la escuela de educación básica Miguel Riofrío, 2022 – 2023

The objective of this Curricular Integration Work was to implement the psycho-pedagogical intervention to overcome learning difficulties in a student with Attention Deficit Hyperactivity Disorder, from the seventh grade of the Miguel Riofrío basic education school, 2022 - 2023. Qualitative approach, descriptive type of cross section, case study method was used. As techniques and instruments, the psychopedagogical file, the evaluation grid, the checklist, the Learning Disabilities Assessment Questionnaire (CEPA), the PROLEC - R, PROESC, the Evaluation of mathematical knowledge (Benton and Luria) and the EDAH scale. The results found: according to the teacher's criteria, the student presents levels of deficiencies in the areas of information reception, oral language expression, attention - memory and concentration, reading, writing and mathematics through the (CEPA); likewise, In reading, the student reaches levels of mild and severe difficulty in the perceptual, lexical, syntactic and semantic processes through (PROLEC - R). In writing, the difficulties are due to phoneme-grapheme conversion processes, arbitrary spelling, regulated spelling, spelling rules, planning and writing of narrative and expository texts with the (PROESC). In mathematics, according to the Assessment of Mathematical Knowledge (Benton Luria), the student presents a low level of mathematical knowledge for numerical calculation in oral and written form. In relation to the characteristic features of ADHD through the application of the EDAH scale, the results show that the student presents an attention deficit at high risk. Faced with this, the psycho-pedagogical intervention plan called "Learning with Attention" was designed, adapted to the needs of the student, such as ADHD; In addition, it is made up of three areas: reading, writing and mathematics. Concluding that the learnings achieved by the student after the psychopedagogical intervention were significant, he was able to overcome learning difficulties in different processes related to reading, writing and mathematics; as well as there are processes in these areas which are in progress.

• Главный автор: Feijoó Márquez, Marco Andrés (author)
• Формат: bachelorThesis
• Язык: spa
• Опубликовано: 2023
• Предметы: TRASTORNO POR DÉFICIT DE ATENCIÓN; INTERVENCIÓN PSICOPEDAGÓGICA
• Online-ссылка: https://dspace.unl.edu.ec/jspui/handle/123456789/26913