Método Braille como estrategia de enseñanza para la lectoescritura en niños con discapacidad visual
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Date
2023-06
Authors
Camargo Tique, Lida Gisela
Pardo Reina, Paula Daniela
Advisors
Pava Ibáñez, José Orlando
Meza Salcedo, Guillermo
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Corporación Universitaria Minuto de Dios
Type
Thesis
Rights
Atribución-NoComercial-SinDerivadas 2.5 Colombia
Abstract
El presente trabajo quiere dar a conocer una de las falencias que se pueden evidenciar en el
campo de la práctica pedagógica con los estudiantes que presentan una deficiencia visual, siendo esto
una problemática para los niños en su proceso de aprendizaje específicamente en la lectoescritura, por
lo tanto; esta investigación toma como punto de partida desarrollar estrategias didácticas para la
lectoescritura por medio del método braille para los niños con discapacidad visual, principalmente de
edades entre 5 y 6 años del colegio los Sagrados Corazones.
Las estrategias que se implementaron; fueron basadas en la identificación de las necesidades
visualizadas en los comportamientos que presentan los niños con déficit visual, para proceder a orientar
con métodos didácticos y actividades ajustadas a los niños, guiado por el método braille para el
desarrollo de la lectoescritura.
Finalmente, se puede reconocer la importancia de que haya inclusión en los procesos
pedagógicos para los niños con discapacidad, debido a que es significativo que los alumnos aprendan a
leer y escribir por medio de un método que se les facilite a la necesidad que presente, dando como
resultados a las estrategias didácticas y grupales una aceptación en las actividades planteadas, teniendo
como conclusión aprendizajes significativos como el reconocimiento del abecedario y lectura de textos
cortos.
The present work wants to make known one of the shortcomings that can be evidenced in the field of pedagogical practice with students who present a visual deficiency, this being a problem for children in their learning process specifically in literacy, so much; This research takes as its starting point the development of didactic strategies for reading and writing through the Braille method for children with visual disabilities, mainly between the ages of 5 and 6 at Los Sagrados Corazones school. The strategies that were implemented; They were based on the identification of the visualized needs in the behaviors presented by children with visual deficit, to proceed to guide with didactic methods and activities adjusted to the children, guided by the Braille method for the development of literacy. Finally, the importance of inclusion in the pedagogical processes for children with disabilities can be recognized, because it is significant that students learn to read and write through a method that is facilitated by the need they present, giving as results to the didactic and group strategies, an acceptance in the proposed activities, having as a conclusion significant learning such as the recognition of the alphabet and reading of short texts.
The present work wants to make known one of the shortcomings that can be evidenced in the field of pedagogical practice with students who present a visual deficiency, this being a problem for children in their learning process specifically in literacy, so much; This research takes as its starting point the development of didactic strategies for reading and writing through the Braille method for children with visual disabilities, mainly between the ages of 5 and 6 at Los Sagrados Corazones school. The strategies that were implemented; They were based on the identification of the visualized needs in the behaviors presented by children with visual deficit, to proceed to guide with didactic methods and activities adjusted to the children, guided by the Braille method for the development of literacy. Finally, the importance of inclusion in the pedagogical processes for children with disabilities can be recognized, because it is significant that students learn to read and write through a method that is facilitated by the need they present, giving as results to the didactic and group strategies, an acceptance in the proposed activities, having as a conclusion significant learning such as the recognition of the alphabet and reading of short texts.
Description
Desarrollar estrategias didácticas para la lectoescritura por medio del braille para niños con déficit visual del Colegio los Sagrados Corazones.
Keywords
Discapacidad visual, Lectoescritura, Estrategias didácticas, Braille, Inclusión, visual impairment, literacy, didactic strategies, Braille, Inclusion