Estrategias didácticas para la enseñanza de la escritura en estudiantes con discapacidad intelectual en Cusco
DOI:
https://doi.org/10.54288/yotantsipanko.v5i1.55Keywords:
Educational strategies, psycholinguistics, communication techniquesAbstract
This study aimed to explore the teaching strategies used by teachers to teach writing to students with intellectual disabilities in a primary school in Cusco during 2025. The research was basic, with a qualitative approach and a phenomenological design. The sample consisted of three teachers, a principal, a psychologist, and a parent. The data collection technique was the interview, and the instrument used was an interview guide with open-ended questions. The teaching strategies identified included personalized attention, the use of sensory and concrete materials, rhythmic, phonological, play-based, and augmentative visual techniques, as well as individualized adaptation and multisensory stimulation. Minor improvements were identified in fine motor skills, motor coordination, shape and color recognition, repetition, self-esteem, and the use of adapted and contextualized materials. Among the main challenges identified were total dependence on the teacher, scarce and outdated materials, limited verbal expression, and distrust and frustration among families. It was concluded that while strategies are diverse, progress in writing is minimal. Furthermore, the most significant challenges include the children's lack of autonomy, the scarcity and outdated nature of teaching materials, and the family's distrust.
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Copyright (c) 2025 Nestor Geri Futuri, Miguel Angel Laurente Clemente
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