GROUP NUMBER 1 LEV VYGTOKSY EDUCATIONAL PSYCHOLOGY

MANUAL TO MEET SPECIAL EDUCATIONAL NEEDS.

YEAR
2020
 DIDACTIC STRATEGIES AND ACTIVITIES FOR
ADDRESS EDUCATIONAL NEEDS
SPECIALS IN THE CLASSROOM.

NATIONAL AUTONOMOUS UNIVERSITY OF HONDURAS IN

THE
SULA VALLEY

CAREER IN PEDAGOGY AND EDUCATIONAL SCIENCES

CLASS : EDUCATIONAL PSYCHOLOGY

PROFESSOR: DULCE STEPHANIA CAMPOS GUILLEN.

TOPIC OR SUBJECT : MANUAL FOR CARING FOR CHILDREN WITH NEEDS
SPECIAL EDUCATIONAL.

STUDENTS: ACCOUNT NUMBERS:

ANGIE YULIETH VALLECIO 2017-2031-787
DANIELA ALEXANDRA SANTOS 2018-2002-443
KENSY GABRIELA REYES 2017-2031-550
BRIAN ADYAGER SAGASTUME 2014-2006-279
GROUP NUMBER : 1
(LEV VYGOTSKY)
 SECTION : 0700

LOCATION : SAN PEDRO SULA

DATE : 4/25/2020
INTRODUCTION
The following manual deals with various strategies and activities to care for children
with special learning needs, which present themselves in different ways in them, in
some it appears at birth, in others it becomes present at a certain moment in life,
Making the teaching-learning process a little difficult, by implementing inclusive
education we try to form a means to achieve quality education for everyone in the
classroom.
Discussing the topic of inclusive education revolves around the immediate search,
eliminating discrimination against people whether for reasons of race, religion,
ethnicity, sexual orientation, physical, sensory or mental disability and implying that
the role of Inclusion is to promote differences, and to recognize them not as a problem,
but as an opportunity to improve academic processes in the classrooms.
It is a very broad topic, and of many interests for people who love to educate, a teacher
with an interest in this topic looks for the ways, strategies and instruments necessary to
respond to the learning needs that each student presents, it is the role of the teacher.
design, implement various scenarios and objectives where children with different
difficulties are included, providing them with help in their educational process and
progress and for their own development, creating an environment, pedagogical
advisory team, where there is the unconditional support of the parents or guardians of
the children. For a better life both at home and at school, make the learning
environments attractive and comfortable for these children.
Education is essential in the life of each human being, according to the cultural
conditions of each individual, taking into account that each of them adopts different
behaviors and learning rhythms which are what allow whether the individual advances
or regresses. learning process, according to the limitations of family and school
environments.
With this activity manual, we aim to improve and strengthen the skills that each child
obtains in their teaching process, in which the teacher tries his or her best to build
environments that are adjustable to each child.
The teacher works with each of his students with SEN seeking to identify the potential,
abilities and skills that each of them possesses, so that the teacher is able to create a
clear context and facilitate the teaching-learning process.
GENERAL OBJECTIVE

• Provide teachers in educational centers with the necessary pedagogical tools that
allow them to provide quality education to students with special educational
needs through this manual and its diverse enriched content and its different
activities, improving the child's development process. in the school year and
throughout their lives.

SPECIFIC OBJECTIVES

• Guarantee the learning and permanence of students with special educational

needs in the national educational system.
• Offer students opportunities to access content, with the necessary adjustments to
their potential and learning styles.
• Implement the inclusion of students with special educational needs in
government educational centers.
• Develop individual and group work strategies to achieve better communication
between students.
• Effectively attend to each of the special educational needs that may arise at any
time during the school year.
 INDEX
-CHAPTER 1 ……………………………………………. P. 6
1.1 INCLUSIVE EDUCATION………………...……PAG.7-8
1.2 EDUCATIONAL INCLUSION REGULATION……PAG.9-14
1.3 THE INCLUSIVE TEACHER………………………….PAG.15
1.4 ROLE OF THE TEACHER……………………………PAG.15
-CHAPTER 2 EDUCATIONAL NEEDS
SPECIALS………………………………………………. . .PAGE 16
2.1 COMPREHENSIVE PSYCHOPEDAGOGICAL EVALUATION.…PAG.17
2.2 SPECIAL EDUCATIONAL NEEDS…….....................PAGE 17
2.3 TYPES OF EDUCATIONAL NEEDS
SPECIALS………………………………………………..PAG.17
2.4 CURRICULAR ADJUSTMENTS……………….…PAG.18
2.5 TYPES OF ADAPTATIONS………………………….PAG.18
-CHAPTER 3 PEDAGOGIC STRATEGIES FOR
SPECIAL EDUCATIONAL NEEDS……….…PAG.20
3.1 DIFFICULTY OF DYSLEXIA…………………………..PAG.21
PLAN FOR DYSLEXIA AND ACTIVITIES…………..PAG.23-29
3.2 DIFFICULTY OF DYSGRAPHY (DYSORTOGRAPHY).. PAGE 29
PEDAGOGICAL STRATEGIES FOR DYSGRAPHY PAGE. 30-31
PLAN FOR DYSGRAPHY AND ACTIVITIES………..PAG. 32-41
PLAN FOR DYSCALCULIA AND ACTIVITIES…….PAG.42-51
PLAN FOR ASPERGER'S AND ACTIVITIES………….PAG.52-60
ADHA PLAN AND ACTIVITIES………………..PAG.61-71
4.CONCLUSIONS………………………………………….PAG.72
5.RECOMMENDATIONS……………………………………PAG.73
6.BIBLIOGRAPHY………………………………………PAG.74
 INCLUSIVE EDUCATION

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 1. 1INCLUSIVE EDUCATION
> Inclusive education is a model that seeks to address the learning needs of all children, young people
and adults. It is a process that the entire society must experience, since the starting point to
normalize the education of all students is also to provide various opportunities for the development
of people who have or experience a disability.
It is worth mentioning that the basic principle of inclusive education is the one that mentions that
each boy and girl has different characteristics, interests, capacities, abilities, learning skills,
therefore, it is important to involve changes and modifications in the contents and implement
strategies that They achieve and fulfill the sole purpose of educating everyone by responding to this
wide range of special educational needs.

• APPROACH TO INCLUSIVE EDUCATION

The inclusive education approach is based on the premise that all students, regardless of their
particular condition, can learn as long as their educational environment offers the necessary
conditions of access and grants meaningful learning experiences for all. conclude with a space where
children can study comfortably.

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 Stake

Relevance Diversity

INCLUSIVE
EDUCATION

Quality interculturality

Author: Hernán
Equity
G.
> The implementation of pedagogical strategies is in order to facilitate the development of :
1. An educational culture in which everyone feels a participant.
2. Responses to educational needs for people with barriers to learning and participation in different
contexts.
3. The promotion of multiple actions.
4. Constructive learning.
5. The assessment of the abilities of all students.

INCLUSIVE CLASSROOMS

We understand inclusive classrooms as those environments where everyone feels included because they
receive within it what they need for their learning process.
Some educational tools that we can use in these inclusive classrooms are:
1. Cooperative learning: be aware of its possibilities, recognizing what group work is and how
beneficial it is.

Author: Leto
Eko
2. A good emotional relationship: good treatment is very important, since it can avoid bad reactions
from the students, and show a selfless character on their part.

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 Author:
Freepik
1.2 REGULATION OF EDUCATIONAL INCLUSION IN

REGULATION OF INCLUSIVE EDUCATION FOR PEOPLE WITH DISABILITIES,

SPECIAL EDUCATIONAL NEEDS AND EXCEPTIONAL TALENTS.
TITLE I. GENERAL DISPOSITION.
CHAPTER I. PURPOSE AND DEFINITIONS
. ARTICLE 1 . The purpose of this Regulation is to regulate the inclusion and participation in the
educational process of People with Disabilities, Special Educational Needs and Exceptional Talents at
different levels (Pre-basic, basic, middle and non-university higher education), in application to the
provided in Article 27 of the Basic Law of Education) and alternative programs and projects that are
executed in formal and non-formal education.
Article 2 . The purpose of this regulation is to make effective the principles of comprehensiveness, equity
and inclusion of all people with Disabilities, Special Educational Needs and Exceptional Talents. It will be
of general and mandatory observance in educational and rehabilitation centers, official and non-
governmental.
Article 3. The specific concepts used herein will have the following definitions: a) Inclusive Education :
Process that guarantees education for all learners. It is based on the appreciation of diversity as an enriching
element of the learning process. Promotes that all children and young people in a community learn together
regardless of their personal, social or cultural conditions ; b) People with disabilities : Those who have
long-term physical, mental, intellectual, sensory deficiencies who, when faced with various physical,
attitudinal, communication and information barriers, are limited in their full and effective participation in
society on an equal basis. conditions with the others; c) Special Educational Needs : Difficulties of greater
or lesser degree that learners face in accessing and progressing in the learning established in the National
Basic Curriculum for whatever reason, not necessarily due to a disability; d) Exceptional Talents : Global
capacity that allows the student to obtain results above average in tests that measure intellectual capacity
and general knowledge or superior and early performance in a specific area. Exceptional Abilities are a
consequence of the interaction between cognitive processes and specific abilities. Each skill will have a
specific development process and the subject with Exceptional Abilities or Talents will present superior
performance in one or more of them ; e) Support services and technical aids : Human resources, materials
and auxiliary services, available in educational centers for access to quality education for students with
disabilities, special educational needs and exceptional talents, with the aim of equalizing opportunities. in
the learning process ; f) Special care and education centers : Official and non-governmental spaces and

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services that provide specialized educational care to students with disabilities, special educational needs and
exceptional talents;

g) Resource Centers for Inclusion : Centers that provide specialized care to students with disabilities,
special educational needs and exceptional talents, including educational inclusion programs and care for
people with severe disabilities and extensive care; h) Departmental Psychopedagogical Team : Teachers
and professionals with academic training and professional experience that provide them with the skills to
provide specialized care to students with disabilities, special educational needs and exceptional talents. It
has departmental jurisdiction and coordinates actions with local organizations, institutions, associations and
professionals;
i) Municipal Psychopedagogical Team : Special teachers, and related professionals with experience in
disability care, special educational needs and exceptional talents, acting as collaborators and advisors,
providing constructive support and guidance to directors, teachers and parents of the different Educational
Centers of each District and community in general. It has jurisdiction at the municipal level and the
educational districts ; j) Community-based rehabilitation : Community actions that lead to integrating
people with disabilities and their families into their respective communities, allowing them to enjoy good
health and well-being, in addition to enabling their full participation in social, educational, and cultural
activities. , religious, economic and political. It presupposes the delegation of responsibilities, powers, and
resources by national and local governments to communities so that they can empower themselves and
cement their development programs aimed at people with disabilities and their families; k) Approach
based on human rights : Conceptual and regulatory framework for the development of people and their
communities, based on national and international legal instruments, which integrates the principles and
standards required worldwide in this matter. The person is seen, then, as the holder of rights, duties and the
State, through its institutions, as responsible for fulfilling its obligation to respect, protect and guarantee
rights, through policies and actions that translate into improving the opportunities and living conditions
typical of human development.
CHAPTER II.
TECHNICAL AND ADMINISTRATIVE ORGANIZATION.
Article 4. The technical organization and structure of the Educational Centers, the official and non-
governmental alternative programs and projects, will be authorized by the Secretary of State in the Office of
Education, through the respective agency and supervised by the Departmental Directorate of Education
through of the Supervision Unit.
Article 5. The Secretary of State in the Office of Education will gradually and progressively create diversity
attention services under the responsibility of special educators and related professionals to provide support
to educational centers. The forms of care and organization of educational centers will be authorized and
evaluated by the Secretary of State in the Office of Education through the respective agency and will be
supervised by the Supervision Unit of the Departmental Directorates of Education.

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Article 6 . In each Departmental Directorate of Education, gradually and progressively, a
Psychopedagogical Team will be created applying the guidelines issued by the Secretary of State in the
Office of Education through the respective General Subdirectorate.
Article 7 . The Departmental Psychopedagogical Team will be minimally constituted by the following
professionals: a) Special Educator; b) Pedagogue; c) Educational Psychologist; d) Social Worker; and e)
Educational Counselor.

Article 8. The appointment of the members of the Departmental Psychopedagogical Team will be subject to
the provisions of the Teaching Career Regulations for selection and appointment. They will be appointed to
the Teaching Guidance Function in accordance with article seven (7) of the Teaching Career Regulations
and for salary purposes the equivalent of exclusive working hours will be recognized. The profile and
requirements to apply for positions on the Departmental Psychopedagogical team will be established in the
Manual for the Classification of Teaching Positions and Salaries.
Article 9. The Departmental Psychopedagogical Support Team will have the following functions: a)
Provide guidance, attention and support to teachers for the care of students with disabilities, special
educational needs, exceptional talents, and their families; b) Identify the specific needs of learners through
the application of diagnostic evaluations and, when required, coordinate the performance of specialized
diagnoses with the Resource Centers for Inclusion; c) Train teachers so that they can design curricular
adjustments that cover the educational needs of students with disabilities, special educational needs,
exceptional talents and their families; d) Systematize and document the support provided, educational
innovations, successful experiences and good classroom and school practices; and e) Report on the
systematizations and documentation carried out to be incorporated into the National Educational
Information System.
Article 10. In each Municipal Directorate of Education, taking into consideration the number of educational
centers of all levels that operate in the municipality, a Team will be created gradually and progressively,
applying the guidelines issued by the Secretary of State in the Office of Education through of the respective
Sub General Directorate.
Article 11 . The appointment of the members of the Departmental Psychopedagogical Team will be subject
to the provisions of the Teaching Career Regulations for selection and appointment. They will be appointed
in a Teaching Function in accordance with article seven (7) of the Teaching Career Regulations and for
salary purposes they will be recognized as full-time equivalent. The profile and requirements to apply for
positions in the Departmental Psychopedagogical team will be established in the Manual for the
Classification of Teaching Positions and Salaries.
Article 12 . The provisions established in articles seven (7) and nine (9) of this Regulation are applicable to
Municipal Psychopedagogical Teams, with the adjustments defined in the Departmental Directorate of
Education. Article 13. The Municipal and District Education Directorates may establish Educational
Support Committees that include Directors of Educational Centers, Teachers and educational counselors,
special teachers, parents, people with disabilities and student governments that will coordinate their
activities with the Councils. Development Schools, District Educational Development Councils and
Municipal Educational Development Councils.

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 TITLE II.
ATTENTION TO STUDENTS WITH DISABILITIES, EDUCATIONAL NEEDS
SPECIALS AND EXCEPTIONAL TALENTS.
CHAPTER I. GENERALITIES
ARTICLE 14 . To care for students with disabilities, special educational needs and exceptional talents, the
following process will be followed: a) Early Stimulation in Initial Education, Pre-basic Education; b) When
the student requires it, he or she will receive preparation for entry to the mandatory degree of Pre-basic
Education and Basic Education; and c) Once the preparation stage is completed, the students will be
included in regular official or non-governmental educational centers and will receive psycho-pedagogical
support services until completing the mandatory degrees of formal education.
Article 15 . When the needs are not adequately met in the regular classroom, their learning will continue in
the most appropriate educational environment for their particular case until they complete the mandatory
grades of formal education.
Article 16. For the certification of learning, the provisions of the Law on Evaluation, Certification and
Accreditation of the Quality of Education will apply.
CHAPTER II. ACCESS, SECURITY AND SUPPORT SERVICES:
Article 17 . To ensure physical access and mobility of students with disabilities, special educational needs
and Exceptional Talents, all Educational Centers at different levels and modalities will progressively
include in their Center Educational Project (PEC), technical measures in accordance with the universal,
national and local specifications issued and regulated by the General Directorate for the Development of
People with Disabilities, Permanent Commission of Contingencies (COPECO) and municipal mayors.
CHAPTER III.
CURRICULAR ADEQUACY
Article 18 . To ensure the right to education, the necessary curricular adjustments will be developed. The
curricular adjustments will be oriented towards access and the elements of the curriculum.
Article 19 . The adjustments to access to the curriculum must be related to the use of alternative
communication systems, material resources or ways of presenting information, according to the
characteristics and needs of the learners.
Article 20 . The adjustments in the elements of the curriculum will be related to the required adjustments to
achievement expectations, learning results, contents, methodology and forms of evaluation.
Article 21 . The use of Honduran Sign Language, the Braille System and other alternative communication
systems is recognized. Access, learning and promotion must be facilitated for students who require it. The
National Anthem of Honduras translated into Honduran Sign Language (LESHO) will be made official by
the Secretary of State in the Office of Education.

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 CHAPTER IV.
EVALUATION, PROMOTION AND CERTIFICATION
Article 22. The evaluation, accreditation and certification of the educational process of Persons with
Disabilities, Special Educational Needs and Exceptional Talents at different levels (Pre-basic, basic, middle
and non-university higher education), will be regulated by the Special Law as determined in the article
sixty-four (64) of the Fundamental Law of Education.
Article 23. To improve the quality of the educational service for People with Disabilities, Special
Educational Needs and Exceptional Talents, a structured plan with an approach based on Human Rights and
Inclusive Development must be included in the initial and ongoing training of teachers.
Article 24. The Secretary of State in the Office of Education, through the corresponding General
Directorates, will prepare and implement an awareness and training plan in which the educational
authorities at the central and decentralized level, the teachers who work in the different functions in
accordance with article seven (7) of the Teaching Career Regulations, the coordinators and officials of the
institutions that execute inclusive education programs.
Article 25. Institutions, associations, universities and non-university higher education centers that provide
awareness-raising and training services on issues related to Human Rights and Inclusive Development must
be accredited and certified in application of the Law on Evaluation, Accreditation and Certification of the
Quality of The education.
TITLE III.
GENERAL AND TRANSITIONAL PROVISIONS
Article 26 . The Parents' Associations, through the School Development Council, the District Council of
Educational Development and the Municipal Council of Educational Development, will constitute bodies of
support for the Departmental and District Psychopedagogical Teams.
Article 27. Institutions and associations of and for people with disabilities will support the inclusive
processes developed by educational centers and the Departmental and District Psychopedagogical Teams.
Article 28. The family, civil society organizations and the community in general must ensure compliance
with the right to inclusive education of students with disabilities, special educational needs and exceptional
talents.
Article 29 . The Special Education Centers will gradually and progressively become Resource Centers for
Inclusion; they must expand, according to their availability of human and financial resources, their services
in relation to training and specialized support and advice to educational centers.
Article 30. The Resource Centers for Inclusion, official, non-governmental and those that receive transfers
of economic resources regulated in the General Budget of Income and Expenditures….

Article 31 . Teachers who, upon the entry into force of this regulation, are appointed in educational centers
in the position of teaching function in accordance with article seven (7) of the Teaching Career Regulations

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or teachers in strict service in accordance with the Teachers' Statute, but They perform functions as special
Educators to serve People with Disabilities, Special Educational Needs and Exceptional Talents, they will
be reclassified in their functions and will maintain their budget structure.
Article 32. Teachers who, as of the validity of this regulation and the Teaching Career Regulation,
enter the National Education System in the position of Special Educator, to be appointed must meet
the requirements and fulfill the functions established in the Position Classification Manual and
Teacher Salaries.
Article 33. This regulation will come into force from the date of publication in the Official Gazette
“La Gaceta”.
SECOND : This Agreement is immediately enforceable and must be published in the Official
Gazette “La Gaceta”.
PORFIRIO LOBO SOSA
Constitutional President of the Republic.
MARLON ONIEL ESCOTO
Secretary of State in the Office of Education

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 1.3 . THE INCLUSIVE TEACHER

It has an essential function in the teaching-learning process, since it is present at all times and
executes strategies to optimize learning, directly benefiting children, adolescents and adults with
special educational needs and the rest of the group.

1.4 ROLE OF THE TEACHER

Designalikie
1- You must be fair, empathetic, kind, cooperative, creative, dynamic, enterprising, purposeful,
motivated, attentive, affective. Furthermore, it is important to be sensitive to the reality of
each student to be attentive and ready to help them, as well as have high expectations of them
and trust in their learning capacity.
i- The teacher must face the special educational needs of his students, he is obliged to maintain
permanent and continuous professional preparation, having various tools and resources for
evaluation.
i- Generally involve the entire family in the educational process, benefiting the comprehensive
development of the student.
1- Create a climate of trust, security and freedom of expression, with professional performance
on the part of the teacher.
4- It is important that the teacher seeks appropriate and updated information, which allows the
group to develop new knowledge and thus execute support, strategies, evaluation and
application of their daily work.

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 MAYNOR CHUN

EPISODE 2

EDUCATIONAL NEEDS
SPECIALS
2.1COMPREHENSIVE PSYCHO-PEDAGOGICAL
EVALUATION

2.1.1 COMPREHENSIVE PSYCHO-PEDAGOGICAL EVALUATION

Psychopedagogical evaluation is a process that allows knowing the level of development of the
educational process of the boy or girl and the interaction with the environment, to be possible to
identify the special needs that their students present, in order to promote their academic
development. .
The teacher can create his or her psychopedagogical evaluations, according to what he or she
observes in his or her students:
- If the student has difficulty in any activity or process.
- He does not have the same learning pace as the other classmates in the classroom.
- Avoid interacting with other individuals in the classroom.
- Does not like to participate in dynamic activities.
- Presents an aggressive attitude or behavior.
- It shows a gap in their health, which affects their school performance and any teaching-
learning process.
It is important that the teacher remembers well the difficulties of each student when applying the
evaluation; when extending the tests, the teacher can send them to the psychologist, if in which case
the child is under stability and medical review.

2.2 SPECIAL EDUCATIONAL NEEDS.

Special educational needs refer to those that require additional help and resources, whether human,
material or pedagogical, to conduct the learning development process. They are relative
manifestations that are related to students who suffer from or have a disability.
It also refers to the student who presents a learning problem throughout his or her schooling with the
consequent demand for more specific attention and greater educational resources.

2.3 TYPES OF SPECIAL EDUCATIONAL NEEDS

PERMANENT 4------------ SEN -----------• TRANSIENT

a) Disability Auditory
a) Disorders specific of
b) Disability Motorboat
the
c) Disability Visual
language
d) Disability Intellectual
b) Learning difficulties (Dyslexias,
e) Disorders in the ability to relate
dysgraphies, dyscalculias, etc.)
and communicate

Present throughout the educational

Present at some point in school life
process
 TRANSIENT

What are transitional SEN?

They are the needs that become present at some
point in the educational process.

Victor

2.4 CURRICULAR ADAPTATIONS

It is a type of educational strategy generally aimed at students with special educational needs, with
the aim of making certain objectives or content accessible to the entire group, it is about taking into
account the methodological limitations in didactic planning, considering the characteristics and needs
of all students.
This conception allows the implementation of a process of curricular adaptation from the first level of
specifying teaching decrees, to the individual curricular adaptation of the group.
The teaching teams, teachers or tutors adapt the curriculum according to the characteristics of the
students in the cycle or classroom.

2.5 TYPES OF ADAPTATIONS

- CURRICULUM ACCESS ADJUSTMENTS: are those that attempt to reduce or even

eliminate barriers to participation, access to information, expression and communication,
facilitating the education process of each child.
- ADAPTIONS TO THE ELEMENTS OF THE CURRICULUM: these are the
modifications that are made to the objectives, contents, criteria and evaluation procedures to
address the individual differences of each student.
- ADJUSTMENTS IN THE OBJECTIVES: they are the constant changes or adjustments to
learning that are made to the basic national curriculum.
- CONTENT ADJUSTMENTS: generally reorganize or modify content to facilitate or make
it more accessible to students, or it can be eliminated by introducing new and more extensible
content.
- ADAPTIONS IN THE STRATEGIES: actions by the teacher to see how their students
learn best, offering their own experiences for the creation of a creative environment,
addressing special educational needs.
- ADAPTIONS IN THE EVALUATIONS: it is important to use instruments, a method
according to the content addressed and the different needs in the classroom, flexibility and
even leveling in the contents taught, the moments of the evaluation must be considered so as
not to affect any of the students. The teacher must have different sources of evaluation (group
work, individual work, interviews, activities outside the classroom, class observation.)

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1
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 CHAPTER 3

PEDAGOGICAL STRATEGIES
FOR EDUCATIONAL NEEDS
SPECIALS.

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 3.1 LEARNING DIFFICULTY DYSLEXIA
Dyslexia is a deficiency in reading and writing which leads to a slight delay in the teaching-learning
process. Its cause comes from an alteration of the brain areas that control language. Dyslexia
manifests itself in different ways depending on the intensity and severity of the disorder and the age
of the child because functions related to memory, the child's vocabulary, motor areas, etc. can be
affected.

CHARACTERISTICS PRESENTED IN CHILDREN

A little detail will be given of the characteristics that are present in the child when he has a learning
difficulty such as dyslexia:
- Difficulties in executive functions (planning any task, dividing it into steps.)
- Organization in the activities to be carried out.
- Symptoms in language and communication (inability to learn new words.)
- Symptoms in reading (confusing the pronunciation of some words.)
- Symptoms in writing (confuses letters and their inversion)
- Symptoms of motor coordination (they cannot distinguish above,down, inside,outside.)
- Symptoms associated with the understanding of time (handlesof the clock.)
- Symptoms related to socialization capacity (it is difficult for him to understand new
relationships with peers.)

PEDAGOGICAL STRATEGIES IN THE CLASSROOM

Children with dyslexia, despite their difficulty, 5% of them try to understand things better, and look
for ways to improve their learning process.
- Implement exercises that activate phonological awareness such as (rhymes, dividing words
into syllables.)
- Reading aloud always trying to provide eye-catching texts that arouse the child's interest.
- Perform dictations with sounds of animals or other objects.
- Separate large phrases into short words of 2 or 3 syllables.
- Making word searches.
- Form words with dictated letters and then spell them from right to left.

- Form sentences with jumbled words giving meaning to the sentence.

- Avoid correcting the student's errors in red.
- Generate help from other classmates.
- Implement calligraphy exercises as a form of relaxation.

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 - Check that the environment is a suitable, clean and attractive place.
- Accept that you ask questions about every doubt you have about the topic presented.
- Accept and admit that the student may spend more time on an activity than the others
companions.
- Prevent classmates from making fun of you for your different pace of learning.
- Provide individualized attention to the student.
- Go from oral to written.
- Don't make him copy difficult texts.
- Be accompanied by non-verbal signals (gestures) to attract attention.

STRATEGIES TO EVALUATE

- Carry out oral evaluations, in which case what you write is not understood, it is better to
evaluate it this way.
- Application of activities according to your level of potential.
- Participation in games, taking into account their knowledge and the motor coordination that
they put into practice.
- Word searches on the topics seen in classes.
- The activity sheets carried out in class.
- Reading in class, about small texts.
- The progress of your educational process will count as part of the evaluation.
- Identify and underline key words from the worksheets.
- Have the test read by the teacher.

LESSON PLAN FOR CHILDREN WITH DYSLEXIA

INFORMATIVE DATA
YEAR : 2020
COORDINATOR : KENSY GABRIELA REYES BUESO.
AREA OF DIFFICULTY : DYSLEXIA (READING-WRITING)
GRADE 2
OBJECTIVE: to ensure that students have a better understanding and learning of the contents through
carrying out various activities, at the level of their capacity and skills, proposing strategies for their
learning.
Block 2 of the Curriculum: written language and literary expression
• They look for and read words that begin with each of the letters in their own name.
• They identify the sequence of stories, fables, comic strips and their characters.
• They establish differences and similarities between various texts.

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 • They retell stories already heard in their community or read.

PERFORMANCE CRITERIA: Use the alphabet and give it multiple uses.

-Make lists of unknown words.
-Write sentences with the words that are most difficult for you.
ACTIVITIES AND RESOURCES
Concrete experiences Reflective observation Assessment
1. Sing the alphabet 1. They will observe how - The song of
several times. their other classmates alphabet.
2. Differentiate letters read. - Alphabet soup.
such as: m, p, b, d, u, v, 2. Place the cards - The short sentences.
q. referring to the figure - The rhymes.
3. Do activities that you see on the board. - Reading of the
involve words such as: 3. Read the content of the stories.
mom, dad. stories. - The participation of
4. Promote the habit of 4. Make diminutives with the games.
reading. the words of dad and - Worksheets.
5. Make word searches, mom.
with words used in 5. Read short sentences.
class. 6. Visualize what words
6. Spell words. they find in the word
7. Rhyming activity search.
(rhyme words so they 7. Separate the words
are familiar with them presented in class.
and can remember 8. Form short sentences
them easily) with words such as:
8. Reading stories. mom, dad, baby, ring,
9. Play various games that etc.
facilitate the process.

Application of activities:
-They read the words presented by the teacher and make their respective representation.
-Play the game of enclosing the words that begin with p, b, d, m, n, q.
-They read their favorite stories.
-They rhyme words with objects that they know, relating them easily.
-They go to the board to separate the words presented.
-They read the sentences written by the teacher several times.
- Sufficient time available to carry out the activities.
Evaluation forms:
- The student will be graded based on their knowledge of the material presented, used and
examined.
- Allow the student to fearlessly demonstrate what they know, using sentences, cards, or videos.
- Use different ways to answer a question.
- Give enough time to carry out the activities.

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 - Provide different examples of things taught during class.

ACTIVITIES TO RELAX WITH CHILDREN WITH DYSLEXIA

Activity. 1
Visual discrimination:
Student's name: __________________________________________

b p p
p b p
p p b
p How many are there? ______________________
b How many are there? ______________________

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Activity. 2
Name Degree

Find the words hidden in the soup

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Activity. 3
Student's name_________________________________

Name of the activity About my name

My name is _________________________________________

my name has ________ letters.

The first letter is________
The last letter is_______

I circle the letters in my name with different colors and if a letter is repeated, circle two circles
in the same letter.

Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll LLll
Mm Nn Ññ Oo Pp Qq Rr Ss Tt Uu Vv Ww
Xx Yy Zz

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Activity. 4
Fruit salad
Name _______________________________________ Date: _____________

Instructions: Mark the words that correspond with the image.

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Activity. 4

Student's name______________________________________ date___________

Instructions: Separate the words of the phrase, forming the correct sentence.

1. Give me that ice cream 2. Give me that ice cream.

3. Lavacahavehorns

4. My daddy

5. Mommymommymommy

6. I am very afraid

7. My dog barks a lot

8. Juanesguapo

9. The plane flies

10. Lacasaesamarilla

11. Thebutterflyiscolorblack

12. Mylittlebrother

13. Mydogisbig

14. My daddy

15. Mylittlesister

16. Myhatisbig

17. Micaroesred

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Activity. 4

Name_______________________________________ Date_______________

Instructions: Cross out the words that do not exist.

1. Ambulance Ambulance

2. Cormina Curtain

3. Computer Computer

4. Shirt Camida

5. Map Shoe

6. Malanza Balance

7. Peñeco Doll

8. Bocamillo Sandwich

3.2 DIFFICULTY OF DYSGRAPHY (DYSORTOGRAPHY)

It is a difficulty that is designated as a writing disorder and certain coordination difficulties of the
muscles of the hand or arm, which prevents affected children from mastering and directing the writing
instrument (pencil, pen, lettering) of the appropriate way to write legibly and neatly. Better called, it is a
problem that stagnates the correct way of writing.
Dysorthography: difficulty applying spelling norms or rules to writing and may be associated with
dyslexia or dysgraphia

CHARACTERISTICS PRESENTED IN CHILDREN

These are some of the characteristics that manifest in the student at some point in the teaching-learning
process, and that the teacher must be attentive to the student.

- The difficulties arise at the beginning of schooling.

- It takes a lot of effort for him to write and he does it slowly.
- Different sizes in the letter captured on the paper.

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 - Lack of control in pencil pressure.
- Maximum difficulty in organizing the letters within the word or phrase.
- Incorrect postures, the child may have the trunk of the body very close to or close to
the table or is in a very inclined position.
- Little recognizable letters.
- Confusion caused by the number of letters.
- Clumsy writing.
- Slowness and very regular but slow writing.
- Difficulty in assimilating or relating sounds and ways of writing letters.
- The difficulty of writing is associated with reading disorders.

PEDAGOGICAL STRATEGIES IN THE CLASSROOM

Strategies are an effective tool to implement and slightly improve the teaching-learning process of
children with dysgraphia.

- Teach children well the correct shape and size of the letter and the pattern to follow for each of
them.
- Implement rolling, cutting, tearing practices to develop your fine motor skills in a fun way.
- Know the characteristics of handling, control and posture of the child to carry out the activity.
- Promote an environment of trust and security so that the child does not feel uncomfortable.
- Implement calligraphy techniques for the development of wrist movement.
- Exercise your muscles and make it easier to write.
- Implement writing techniques aiming to improve the child's postures and positions.
- Provide printed copies of notes or lessons to help the child take notes.
- Give more time than normal for the development of activities.
- Hand out graph paper to line up the written words or numbers.
- Develop fine motor skills through games.
- Teach him to hold the paper with one hand while writing with the other.

STRATEGIES TO EVALUATE

- Adapt exam formats to reduce writing (use questions where instead of writing, the child
completes it with a circle or line).
- Grade based on what the child knows, leaving aside their writing.

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 - Leave the student free to choose the cursive or print letter.
- Provide more time for the completion and development of exams.
- Listen to songs to hear the sound of the words.
- Spell easy words.
- Evaluate motor processes (muscle movements, graphics)
- Freedom for the child to rely on materials, instruments, resources that raise his interest.
- Analysis of your writing.
- Oral exchanges, dialogue between colleagues, interview.
- Physical tests (gross motor skills)
LESSON PLAN FOR CHILDREN WITH DYSGRAPHIA(DYSORTHOGRAPHY)
INFORMATIVE DATA
YEAR : 2020
COORDINATOR : KENSY GABRIELA REYES BUESO.
DIFFICULTY AREA : WRITING DYSLEXIA
GRADE 2
OBJECTIVE: Correct or compensate for the difficulties that children present in the classroom,
stimulating the development of physical processes.
Block 2 of the Curriculum: * They develop their thinking through writing poems.
- They discover and develop the communicative function of writing.
- They develop the creative function of writing.
- They listen, read and interpret texts from different written sources.
PERFORMANCE CRITERIA: - Use of story books or short poems to stimulate the muscles of the
hand when writing, and the implementation of physical games.
- Development of activities that stimulate the student's gross and fine motor skills.
ACTIVITIES AND RESOURCES
Concrete experiences Reflective observation Assessment

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 9. Carry out dynamic 1. Teach the student to - dynamic games.
activities and games correctly place the - The tour.
involving the student's worksheet. - The participation.
muscles for correct 2. Observe the way he - Work sheets.
writing. holds the pencil. - Realization of the
10. Complete words with 3. Observe how he body exercises.
letters, syllables, performs dynamic - Bowling practices
sentences or paragraphs games. etc
in writing. 4. How they carry out the
11. Take excursions around assigned activities.
the educational center. 5. See the parts of the body
12. Practice or encourage that are most difficult for
the creation of manual you to use.
work. 6. Observe the way the
13. Describe images, letters link together.
objects, through
drawings.
14. Put together puzzles.
15. Complete paragraphs
with words that are more
assimilated to the text.
16. They color areas of a
drawing with different
colors.
17. Worksheet, describing
what they did on
vacation.
18. Practice chopping,
tearing, balling,
trimming.

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 19. Make short dictations.

Application:
- Identification of the processes that are most difficult for the student to carry out.
- Motor activities are carried out to help the student develop their gross and fine motor skills in a
dynamic and creative way.
- Tuning the student's fine motor skills to make writing a little easier.
- As the student progresses in his or her process, the results of his or her work are determined.
activities, as long as the correct and appropriate materials are sought and applied to evaluate it.

Evaluation forms:
- The student will be graded based on their knowledge of the material presented, used and
examined.
- Allow the student to demonstrate without fear what he knows, participating in classes and
dynamic games.
- Every moment of the student's learning process will be evaluated.
- Attend to the various dimensions of each child's writing process.
- Identify the factors that determine the difficulty.
- Evaluation of the rhythm of writing.
- Assessment of curvatures, links, lineation between letters.
- Vocabulary used.
- Understanding in written texts.
- Writings about the things they do on vacation or their favorite things

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 ACTIVITIES TO DO WITH CHILDREN WITH DYSGRAPHIA

ACTIVITY. 1
Instructions: Make circles from left to right on the sheet below.

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Activity. 2
Instructions: According to the number of each part of the drawing, fill the

color indicated by that number.

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Activity. 3 Instructions: guide the line drawn on the paper with the scissors.

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Activity. 4 Instructions: Place the correct figure that is missing from the
drawing.
Activity. 5 Instructions: assemble the drawing correctly, cutting the drawing into 3 parts and
paste it correctly on a blank sheet of paper.

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 final eta .
nes: follow line a until you reach the final goal.

dad. 6Instructions: follow

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Activity. 7
Instructions: look at the image, build words and write them correctly.
Cut out the extra letters below, placing them in the spaces on the activity sheet.

__________11

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Activity. 8
Instructions: Write words with each of the letters of the alphabet in upper and lower case.
Example: A (BOW, bow) B (SHIP, ship)

ABC CH
DEFGHIJKL
LL MN Ñ OPQ
R STUVW
x AND Z

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 3.3 DIDACTIC ADAPTATION FOR CHILDREN WITH DYSCALCULIA

Year: 2020

INFORMATIVE DATA:
Institution: Esteban Guardiola Municipality: San Francisco de Yojoa
Director: Lic. Brian E. Sagastume Teacher: Licda. Kensy G. Reyes Bueso
Psychopedagogical Support Professor: Licda. Angie Vallecio
Area of Difficulty: Dyscalculia Reading-Writing
Grade: 2nd
Objective: Develop in students a significant improvement in their areas of development affected by
Dyscalculia using the relevant curricular adaptations.
Dyscalculia: is defined as a learning problem that makes it difficult to understand numbers, mathematical
terms, basic arithmetic (addition, subtraction, multiplication and division) and geometry. It can also affect
visual-spatial and language processing abilities.
In our education system, there are no formal programs to teach students who have problems with mathematics
like there are for those who have problems with reading. But that does not mean that our children cannot benefit
from the specialized teaching that we ourselves can prepare. Particularly, it is during this stage in which we
perform primary education that we are going to detect this learning disorder in children. And with certain
strategies and approaches, students can be helped and we will describe them in this lesson plan with didactic
adaptations.
Symptoms of dyscalculia that children present in primary school:
4- Problems recognizing basic numbers and arithmetic symbols: they confuse, for example, the + sign with the
– and cannot use these or other signs correctly.
5- Inability to learn or remember very basic mathematical structures, for example 1+2=3.
6- Difficulty in the concept of quantities.
7- They are not able to recognize words like “greater than” or “less than”
8- Use your fingers to add, even with small numbers.
9- Has difficulty counting backwards.
10- Difficulties ordering numbers and recognizing their position in a series.
11- They have problems counting in basic (simple) operations.
12- He does not know how to recognize which operation must be used to solve a problem.
13- He makes great efforts to learn multiplication tables and forgets them easily.
4- You spend a lot of time on math homework and don't get the desired results.
4- Good ability in other subjects such as science and geography until they have to use numbers.

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4- Presents difficulties with abstract concepts such as time and direction.
4- Difficulties in learning and remembering the procedure or rules of simple operations. They tend to skip steps,
they do not fully understand the exercise they are doing.
4- Difficulty with time management, difficulty using the clock, temporal orientation, time planning, they tend to
be forgetful.
4- Operations begin in the wrong order. For example, to add and subtract from the right instead of from the left.
4- Problems in managing units of measurement, weight, length, volume.
4- They have difficulties with the alignment of operations: When, for example, a sum is presented horizontally,
they do not know how to align it vertically. Another example of this symptom is found in multiplications,
when children with dyscalculia find serious problems aligning the columns of numbers (subproducts) in
their corresponding column, or when dividing, when in the quotient they write down first the number on the
right and then the on the left inverting the result.
4- Another very common characteristic is presenting difficulties in additions and subtractions. This occurs
because students with dyscalculia do not correctly recognize the numerical series nor are they clear about the
idea of decimals.
4- Reasoning problems: A fairly common error is that the result of a subtraction is greater than the numbers that
make it up.
4- Low levels of mechanical memory: They are not able to memorize and remember multiplication tables, and it
is also very difficult for them to learn, for example, a telephone number.
4- Difficulties when performing any basic mental calculation.
4- They do not understand the statement of the problems. They do not grasp the problem in a global way, they
are not able to keep in mind the different data that the statement provides and they have difficulties even
when representing it visually, with drawings.
4- Symptoms related to the reasoning process in mathematical problems: Deficient mental representation
prevents them from relating concepts and they do not know how to differentiate relevant data from
secondary data. They have serious difficulties solving problems that require more than one step to find the
result.
4- They also tend to present more general symptoms such as problems recognizing and telling time and
frequently get lost because their sense of direction tends to be deficient.
Types of dyscalculia
Although the symptoms presented by dyscalculia are usually common in the different types of dyslexia,
this pathology is usually framed in five main types of dyscalculia that we will explain below.
Verbal dyscalculia: This type of dyscalculia represents difficulty in naming and understanding
mathematical concepts presented verbally. Children are able to read or write numbers, but not recognize
them when they are pronounced by others.
Practognostic dyscalculia: This type refers to the difficulty in translating knowledge about abstract-
mathematical concepts into clear or real concepts. These people are able to understand mathematical
concepts, but have difficulty listing, comparing, and manipulating mathematical operations in practice.
Lexical dyscalculia: It corresponds to the difficulty in reading mathematical symbols, numbers, as well as
mathematical expressions or equations. The child with this type of lexical dyscalculia can understand
concepts related to mathematics when they are talked about, but has difficulty reading and understanding
them.
Graphic dyscalculia: It is the difficulty in writing mathematical symbols. Children who suffer from this

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type of dyscalculia are able to understand mathematical concepts, but do not have the ability to read them,
as well as write or use mathematical symbols.
Ideognostic dyscalculia: It is the difficulty in performing mental operations, without using numbers to
arrive at the result and to understand concepts or ideas related to mathematics or arithmetic. Furthermore,
the child with ideognathic dyscalculia has difficulty remembering mathematical concepts after learning
them.
Operational dyscalculia : This type of dyscalculia corresponds to the difficulty in executing arithmetic
operations or mathematical calculations, both verbal and written. A person with operational dyscalculia
will be able to understand numbers and the relationships between them, but their difficulty is found when
manipulating numbers and mathematical symbols for the calculation process.
Levels of didactic adaptation for children with dyscalculia.
4- Curricular adaptation at the center level: At the center level, a series of measures can be taken to
facilitate the teaching processes. These measures must affect the organizational and curricular areas
within the organizational and curricular measures; Within the organizational measures, personalized
pedagogical support programs may be contemplated and within the curricular scope, flexibility
measures related to evaluation, activities, methodologies, objectives and contents could be integrated.
4- Curricular adaptation at the classroom level: It is aimed at the students of the group, so the curricular
project needs to adapt to the characteristics of the groups and specific students; At this level, two types
of measurement can be differentiated: in the elements and means of access to the curriculum and in the
curricular elements.
4- Individual curricular adaptations: Aimed specifically at students with learning difficulties, these consist
of adjustments or modifications that are made to the elements of access to the curriculum or its basic
elements: objectives, contents, methodology, resources and evaluation .

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 Pedagogical strategies to apply with children with Dyscalculia or any other disorder of
learning:
Expectation of achievement
Quality indicators to achieve inclusive teaching
J- Promotes cooperative learning among students 4- Integrate your teaching action into the
to achieve the goals set. interdisciplinary work of the team of
J- Promotes non-competitive learning professionals who they serve the
environments to enhance learning among all learners with
students. special educational needs in the operational
J- Promotes teamwork as a collaboration model to units of the area and non-conventional
enhance student learning. educational centers.
4- Promotes diversity as a resource to support the
learning of all students. 4- Apply the processes of assessment
J- Promotes the use of technology to support adjusting to the principles, methodologies,
student learning in their homes. techniques and instruments used in the
4- Use heterogeneity as a basic criterion to evaluation of students with special
organize groups to enhance the learning of all educational needs.
students.
4- Promotes the use of individual curricular 4- Design and apply pedagogical evaluation
adaptations to enhance student learning. plans adjusted to the characteristics of people
4- Promotes the use of evaluation to make changes with special educational needs.
in teaching and learning strategies with the
4- Design, apply and evaluate specialized
purpose of enhancing the learning of all
educational action plans that promote
students.
teaching and learning processes in people
4- Adapt the learning contents to the different
with needs educational
knowledge and experiences
specials.
of students to achieve academic achievements.
4- Promotes the use of both internal and external
support systems of the education center as part
of teaching and the curriculum to enhance the
development of all students.
4- Promotes the use of support systems as a right
of all students to achieve their academic
achievements.

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 It is important as teachers to use the following instruments:
Instruments Descriptors

family factor
Sheet #1: Personal Information • Parents' education
(family and social factor) • Parents' age
• Parents' occupation
Sheet #2: Initial Diagnosis • Family organization
(education factor) • Number of brothers
Social factor • Child independence
• Ability to solve small problems
• Adaptability
• Relationship Capacity

Schooling factor
• Previous knowledge
• Academic performance
• Class work strategy
Field diary ■ Observation. • Student performance
■ Monitoring: behavior,
• Difficulties encountered
motivation and performance.
■ Registration of information. • Contributions achieved
■ Family visits.
■ Tracking analysis

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 Esteban Guardiola School
I Cycle of Basic Education
Subject: Mathematics Second grade
Facilitator: ___________________________________
LESSON PLAN FOR CHILDREN WITH DYSCALCULIA
Block 1: Numbers and operations

ACHIEVEMENT ASSESSMENT
DIDACTIC
EXPECTATIONS/SKILLS
RESOURCES
WITH PERFORMANCE
CRITERIA
i- They understand numbers and CONCRETE EXPERIENCE
their representation, the RM: TECHNIQUE
•
relationships that exist between Spell the numbers
• Chalkboard Observation
identifying them with the
them and the operations that
are carried out with them. fingers of your hands. • acrylic marker

• Graph the numbers in your

• Notebook INSTRUMENTS
notebooks repeatedly.
• White sheets Dyscalculia sheet
• Graph paper Checklist Descriptive
• Count from 1 to 10. From
• Pencil
Records Active
10 to 20 and successively participation in
until reaching 100.
• Abacus the

• Carry out activities where

• Calculator different activities

they get involved with

• bottle caps EEI
their peers. • Wooden blocks Distinguish and

• Promote the habit of

• Grain: Beans, articulate the sounds
of words
Corn
having songs performed
in the classroom.
• Count on beans or corn RH:
grains. • Teachers
• Add with tapas • Students
bottles. • Directors
• Subtract with sticks. • Parents

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 DIDACTIC
KNOWLEDGE ASSESSMENT
SKILLS WITH RESOURCES
PERFORMANCE CRITERIA
4- REFLECTIVE
OBSERVATION o Observe
how your classmates read the
numbers from 1 to 100.
o They will do activities where
they get involved with the
dynamics you create for
the class.
o Play with exercises on the
board.
o Observe how they get
involved with their peers.

Application and suggestions for the teacher:

4- Have more time when being evaluated, or in some cases you may have to reduce the demand load in the
evaluations. Difficulties in number processing and calculation may make it difficult for you to complete
tasks in the required time.
4- Let him count with his fingers. Read the problems to him to make sure he understands them. Facilitate
access to visual material. Leave the multiplication tables on paper so that they can consult them.
4- People with numerical difficulties are aware of their difficulties and of the little compensation for the
effort they make. They are very sensitive to failure, so special attention should be paid to changes in
mood and emotional state.
4- It is very important that these difficulties are not made evident to others, since this can cause alterations
in mood and emotional state.
4- For any objective, it is recommended to approach it from a playful aspect.
4- Positive reinforcements must be encouraged, even if they are normal for their age, since this motivates
them to follow the re-education program and work harder. Likewise, punishments should be avoided for
non-compliance with objectives or tasks. In these cases, you must continue to motivate yourself to
achieve them.

J- Use concrete examples that relate mathematics to real life, such as classifying buttons. This can help
develop your student's number sense.
J- Use visual aids when solving problems. For example, your student could draw pictures.
4- Use graph paper to help the numbers line up.
4- Use a piece of paper to cover most of the math problem or test sheet so that the student can focus on one

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 problem at a time.

Suggestions to recommend to parents to apply at home:

4- Suggest to the parents that they should help their child with their homework, and if necessary, we read
them and explain them to the parents and then they to their children.
4- You don't have to get angry because your child doesn't know how to do something that we think he
should know how to do, or that if he does it, he does it with great difficulty.
4- Discover cognitive software and applications on your mobile device that help your child with math
exercises.
4- Search the Internet for free tools for mathematics.
4- Find board games that develop mathematical skills, or make board games with materials that are within
your reach.
4- Motivate him to know the ways to help develop his child's self-esteem.
4- It is also important to suggest that as parents they have support from other specialists.

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 Activities to do with children with Dyscalculia
Distribution

It consists of distributing an object in different ways according to the order given, for example:

o A candy for each child

or 3 candies for each child

or distribute 6 candies between two children in every possible way: 6-0, 5-1, 4-2, 3-3, 2-4, 1-5, 0-6.

o Give 2 candies to one child for every 1 we give to another.

Chains numerical
In this exercise To overcome Dyscalculia,
the childrenthey must identify the numbers
HE find defined according to your
position: by example, count 6
from two. numbers
Partition of a number
The division of a number
is a very common option
in activities to work with
children with dyscalculia,
for example, the number
12 3 4
10 QOQ 2*3 =6=3*2

20 can be decomposed into 20+4, into 10+14, in this way they will be able to better understand how they are
composed. and break down the numbers.

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Decompose a number
In this exercise we must use a 2-digit number, for example, the number 20 and try to decompose this number
into the different possible parts. You can use ice cream sticks or some other object.
Serial exercises
Use a series of numbers (for example, from 1 to 10) and order them from greatest to least. Then order them from
smallest to largest. For this you can use small tokens or cards with the numbers individually so that the child has
to arrange them in the correct way.
Repeat a numeric string
We can ask the child to repeat a certain numerical string. For example: repeat all the numbers in order up to 7 or
“repeat the numbers in descending order from 10 to zero.” This exercise can be very useful if the child is asked
to write them down.
Decompose numbers
If the child is over 8 or 9 years old, he or she can be asked to decompose a given number into hundreds, tens, and
ones. For example, use the number 132 and ask them to decompose it.

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 3.4 CURRICULAR ADAPTATIONS FOR CHILDREN WITH ASPEGER

SYNDROME
What it is
ASPERGER'S
It is a generalized disorder of childhood development, included in the "autism spectrum" that affects reciprocal
social interaction, verbal and non-verbal communication, a resistance to accepting change, inflexibility of
thought, as well as having narrow and absorbing fields of interest.
Characteristics that children who suffer from it may have
V Eccentric or repetitive behaviors
V Needs to be shown things logically and concretely
V Problems with fine motor skills and poor coordination
V Some are skilled or talented in their subject of interest
V Poor eye contact
V They usually have a normal or above average IQ
V Very extensive vocabulary
V Low tolerance to frustration
V Poor acceptance of failures and criticism (they always want to win)
V Difficulty with selective attention (yes/not interested in the topic)
V It is difficult for him to relate to his peers, he does better with adults
V They interpret metaphorical expressions and take them literally
V He does not know how to interpret other people's emotions, he says what he thinks and can make
offensive comments without realizing it.
V Limited ability to maintain reciprocal communication
V Lacks creativity or imagination.
V They like the routine established to follow up and do not tolerate unforeseen changes.

Pedagogical Strategies in the classroom

V Strengthen their topics of interest: If they are fixated on a specific subject, it can be included in the
academic curriculum, so that the child can present their ideas orally, in writing or in reading. In the same
way, this interest can be implemented in mathematics to measure, calculate and solve situations, etc.
V Avoid criticism and punishment: It is better to use incentives and rewards on your effort, achievements
and skills. With the help of these positive reinforcements, the student will be happy and motivated.
V Use visual and attractive material: photos, pictograms or personal agendas giving them instructions on
the task to be carried out. They help the student to integrate into the context in which they will work by
facilitating the activities.

V promote rapprochement between peers: Create circles that help the child feel comfortable and safe. To
achieve this, the teacher used other students as a model of interaction (greeting each other, offering
help and playing). So the children learn their skills.

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communicative by imitation

V Manage frustration: When children with AS unbalance their inner peace and feel emotional discomfort,
they are difficult to control. For this to happen, you must give him clear and precise instructions and
make sure he has learned them. Giving them loving instructions will help them understand and be open
to other perspectives.
V Provide temporary help: Guide the student to produce their own personal autonomy, leading them to
coping strategies in the face of difficulties that arise.
V Anticipate the activities: show the child with AS at the beginning of school activities what will be carried
out during the day, and in what order they will be carried out.

Pedagogical Strategies for evaluation

V Time accessibility: The child should have more time to complete their homework and exams and extra
time to clean up their writings.
V Possibility of oral exams: As these children usually talk a lot, these types of exams
V Strengthen the visual path of learning: Audiovisual materials
V Stimulate your cognition on exams: Use closed questions on exams, such as

multiple response tests

V Assign them academic tasks: those that are of interest to them.
What it is
It is a neurological and neurodifferentiated condition that makes the autistic person feel and experience the world
in a different and unique way (variable in degrees and in a singular way), it does not have differentiated physical
characteristics.
Characteristics that children who suffer from it may have
V Failure to seek comfort in times of distress
V Does not play or socialize with other children
V Does not show empathy towards others
V Marked limitation of interest, concentration on a particular interest
V They exhibit aggressive behavior, even towards themselves
V In the preschool stage, autistic children do not speak, they have a hard time assuming self and identifying
others.
V Tendency to perform repetitive activities such as spinning or rhythmic movements of your body
(flapping your arms)
V Absence of imaginative activity (playing as an adult)
V follow routines with all their details
V They find it difficult to pay attention to the comments of others
V They have difficulties recognizing faces, interpreting facial features and expressions.
• Poor ability to carry out social communications (asks with gestures and signals)

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Pedagogical Strategies in the classroom
V Structure the environment well: Adapt the child to the different spaces, according to the activities they
must carry out in them. It is structuring an environment with different materials, depending on the tasks
that are going to be developed. Example: place colors and paper on the table before the child enters, and
illustrate the act of drawing with pictures. This way the child will adapt more easily to the different
environments and understand what activity they should do in each one.
V Anticipate activities and behaviors: When it comes to carrying out their favorite activities, they appear
anxious and irritable if they are omitted to change tasks or activities. To prevent this from happening,
you can prepare a list of both everyday and new activities and show them what they should do during the
class day.
V Introduce changes gradually: children with autism usually develop very limited interests that motivate
them to confine themselves only to certain activities. They must get used to change. For example,
gradually introduce other elements into their daily routine such as: introducing them to new materials,
toys and people. It is presenting small transformations without trying to bombard them with new
information.
V Give instructions according to their development: Teach to recognize and execute simple instructions for
the education of children with autism. To do this, you should help him follow the order instead of
repeating it verbally over and over again. It is also advisable to wait for the moment to give him
instructions since if he is locked into a single activity he will not pay any attention. But if you are
persistent, the child will end up understanding and executing them.
V Social interaction: So that they learn to relate to others. Teach students how to start, maintain and end a
conversation, teach them to share and cooperate, and conduct groups to improve social skills.
V Difficulty finishing a task: Some have difficulty working with limited time. It is best to provide them with
a computer to develop writing skills.
Pedagogical Strategies for evaluation
V Flexible and creative evaluation: Visual and tactical instead of auditory; oral and practical instead of
theoretical and written, daily instead of quarterly based on observation instead of exams.
V Ask for responses: Specifically non-verbal ones such as pointing, enclosing or building. Use factual
answers (did you draw today?) and avoid judgmental ones (How was school?), since these are very
complex for them.
V Prepare an appropriate type of format to evaluate the student: Whether a task or activity must have a
single objective, few stimuli and instructions in the tasks so that they can understand them with
initial examples that will make it easier for them to carry out the activities.
V Take advantage of their fixation with their topic of interest: motivate the child through rewards and
give them a certain amount of time to finish an activity and then continue with their topic of
interest.
V Sounds in the environment: when there are loud or sudden sounds in the classroom, children become
distracted, distressed and stop doing what they were doing. If there are no sound interruptions,
children will be able to work quietly.

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 CLASS PLAN WITH CURRICULAR ADAPTATION
V Informative data
{ Tutor-Facilitator : Angie Yulieth Vallecio Men diet Date : 01/Nov./2 020
V Level: Basic Primary 4th Class time : 10:00 am
V Area of difficulty : Autism Spectrum Disorder and Asperg er Syndrome
{ Aim
V Strengthen children's main deficiencies so that together they can learn to develop both personally
and academically, with activities that best suit their learning style, taking into consideration their
performance so that they advance higher.

ISSUE ACTIVITY RESOURCES EVALUATIONS PERFORMA

-Make a puzzle -R.humans -handle items correctly NCE
-Very good
Fine Motor -cut images of fruits -Puzzle -knows how to do each
-Trace zig zag, lines, -Scissors activity -Well
22 s circles, figures, etc. -paper
- images -Bad
- pencil

-glue
Social -cooperates and talks with the -Very good
-Form groups to work on a -cardboard and plastic
interaction other children
recyclable craft -Play pass bottles -Well
-waits turns to participate
the ball -exchange their -scissors
A.M oh -willing to play
favorite toys -ball -Bad
(("3) H. -Follow instructions
-toys
either

Emotions -mimics of expressions - -Very good

-Imitates emotions by
Playing mirror -jar of
-R. humans -images of observation -Well
emotions
emotions -mirror - identifies emotions
-Glass jar -know what types of emotions -Bad
-colored cotton balls -place their respective
emotions in the jar

Selective -Show objects of interest -Pictures or characters -look at the images -Very good
interest -puppet movie -fake puppets or -shows interest in what
-Find the differences stuffed animals and go -Well
2 • Te 3)74 -mazes pipe cleaners -animal -maintains eye contact
-Play make animals masks -Bad

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 ACTIVITIES FOR CHILDREN WITH ASD
bolic games
This game helps children with autism use their
Imagination, to interact with new materials in
Non-threatening ways, create opportunities for
Manipulation and experimentation and encourages
n
Children with ASD to work cooperatively with others.

The ASD child makes no attempt to establish

n visual channel with other people. So that he
not making eye contact is making yourself the most
sible to your face and tell you to play some
parts of your face, so he will be able to see you and pay attention.
munication

Use the bubbles to encourage your child to communicate and interact with you
and other children. During the game, the child can be encouraged to convey
messages such as: More Bubbles!

The game “Simon Says” helps to exercise listening skills. The idea is to help the
child understand what
It is said that. If this doesn't work, ask the child to imitate it.
the group's actions and ignore
what is said out loud.

Simon Says
high
No. 5 Emotional Recognition: a whiteboard draws a face without a feature and label the
image with an emotion (anger, sadness, happiness) and have the child
complete the parts
Of the face. This game helps the child practice
recognition, understand traits, emotions
e
it of others and also help the

h
e
)
and

No. 6 Fine motor skills

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No. 2. Emotions
of social skills. With a blackboard the sensation of painting with
fine motor skills for various things around the house

Children with ASD enjoy

fingers, it is also an
alternative to making
painting and a fun activity.

ACTIVITIES FOR CHILDREN ASPERGER N.1 FINE

MOTOR

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No. 2. Emotions
The Asperger child will build an emotion with the material provided
by the teacher.

With this game you will be able to identify all types of emotions.

Emotion roulette: The child will be able to spin this roulette and
express based on the emotion that has appeared.

No. 3. Communication The game of passing the ball favors

communication and observation of characteristics. It is
based on the participants (family class group) passing a
ball to each other, saying in each pass a characteristic of
the person who sends the ball.

No. 4 Creativity and Imagination

Theater/role play: playing any role, whether a doctor,
firefighter or police officer, can help develop imagination and
empathy when experiencing a role other than one's own.
Others, it can help to acquire greater competence in

some basic skills.

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No. 5 Share Cook simple recipes: It can be any type of food. It is about
spending time with their colleagues and learning to share the
preparation, so that each one does one thing and the final
result will be the work in

equip
ment

No. 6 Maintain attention

Color the turtles you see on your left

Color and count the different farm animals

-Complete in each box the amount you counted

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 3.5 CURRICULAR ADAPTATIONS FOR CHILDREN WITH ADHD

Year: 2020

INFORMATIVE DATA:
Institution: Saint Peter's Academy Bilingual school and institute
Municipality: San Pedro Sula
Director: Licda. Daniela A. Saints
Teacher: Licda. Kensy Bueso
Psychopedagogical Support Professor: Licda. Angie Vallecillo
Area of difficulty: Attention deficit hyperactivity disorder
Grade: 3rd
General Objective: Develop an improvement in students with ADHD (Attention Deficit
Hyperactivity Disorder) in the areas where they find it difficult, through curricular adaptations and
strategies.
Specific objectives:
1. Organization of space, time and structure of the class, eliminating any distracting element.
2. Give an outlet to hyperactivity, with activities in class.
3. Regulate impulsivity, using reinforcers, promote self-control.
4. Work on communication, through empathic understanding.
ADHD (Attention Deficit Hyperactivity Disorder): Attention deficit hyperactivity disorder
(ADHD) is one of the most common neurodevelopmental disorders of childhood. Its diagnosis is
usually made in childhood and often lasts into adulthood. Children with ADHD may have
problems paying attention, controlling impulsive behaviors (they may act without thinking
about what the result will be), or be excessively active.

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Signs and symptoms that children with ADHD present in childhood:
It is normal for children to have trouble concentrating and behaving well from time to time. However,
children with ADHD do not outgrow these behaviors as they grow. Symptoms continue and may
cause difficulties at school, home, or with friends.
A child with ADHD may present the following behaviors:
• Fantasize a lot.

• Forgetting or losing things very frequently.

• Squirming or fidgeting.

• To talk a lot.

• Making careless mistakes or taking unnecessary risks.

• Having trouble resisting temptation.

• Have problems taking turns.

• Having difficulty getting along with others.

Types of ADHD:
There are three different types of ADHD, depending on which types of symptoms are strongest
in the person:
1. Presentation in which inattention predominates : It is difficult for the person to organize or
finish a task, pay attention to details, or follow instructions or conversations. The person is
easily distracted or forgets details of the daily routine.
2. Presentation in which hyperactivity/impulsivity predominates : The person moves
nervously and talks a lot. Finds it difficult to sit still for long periods of time (p. (e.g., for a
meal or while doing homework).
Younger children may constantly run, jump or climb. The person feels restless and has
problems with impulsivity. A person who is impulsive may interrupt others a lot, grab things
that belong to others, or speak at inappropriate times. It is difficult for the person to wait their
turn or listen to instructions. A person with impulsiveness may have more accidents and
injuries than others.
3. Combined presentation: The symptoms of the two previous types are equally present in the
person.
Levels of didactic adaptation for children with ADHD:

• Center curricular adaptations . They are carried out to satisfy the contextual, ordinary and
general needs of all students in a specific center, including the special educational needs of
certain students. They are reflected in modifications to the Curricular Project and, in the case

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 of students with ADHD, may include, for example, methodological measures to promote their
adaptation to the center or their learning process.
• Classroom curricular adaptations. They try to respond to the special educational needs of
the students in a classroom group. They are variations in programming that, when applied to
everyone, favor the student with ADHD. The aim would be to make it easier for them to
achieve their objectives, even if they are different from those of the group, with the greatest
possible degree of normalization and integration.
• Individual curricular adaptations . They are the set of educational decisions that are made
from classroom programming to develop the educational proposal for a specific student. They
may be non-significant, if they do not affect the basic objectives and contents, and significant
if they involve the elimination or substantial modification of essential or core contents of the
different areas.

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 Pedagogical strategies to apply with children with ADHD:

• Understand and help them, have a positive relationship between the student and the teacher.

• Make him participate in class.

• Show interest when he is working at his desk. Approach their table regularly.

• Regularly ask them to come to the board, this way we will get them to be more attentive.

• Constant supervision, look at him often, find a command such as touching his back.

• If the task is very long, break it up.

• Capture their attention by searching for strategies through physical and visual contact.

• Anticipate and prevent situations that may present problems.

• Supervise the exams in a special way, give them more time and do them orally if required.

• Assignment of duties and tasks in a simple and clear format.

• When transmitting their homework, instead of writing on the board, it is better to give them
photocopies. In the exams, it is preferable to give them some photocopies with the exercises.

• If there is a description that we want them to learn and that is not reflected in the book, we must
make sure that they have it written in the notebook or in the margins of the book.

• Periodically carry out individual interviews with the student, to monitor and motivate their work.

• Place desks so that dispersion is reduced.

• Sit him in a place where we can keep an eye on him, away from distractions and windows and
with companions he can lean on.

• Choose a homework representative, who is in charge of writing down important dates (exams,
assignment submissions, etc.)

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 It is important as teachers to use the following instruments:
Instruments Descriptors

family factor
Sheet #1: Personal Information • Parents' education
(family and social factor) • Parents' age
• Parents' occupation
Sheet #2: Initial Diagnosis • Family organization
(education factor) • Number of brothers
Social factor
• Child independence
• Capacity of pay attention
• Capacity of adaptation
• Capacity ofrelationship
Schooling factor
• Previous knowledge
• Academic performance
• Class work strategy
Field diary ■ Observation. • Student performance
■ Monitoring: behavior,
• Difficulties encountered
motivation and performance.
■ Registration of information. • Contributions achieved
■ Family visits.
■ Tracking analysis

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 Improvement plan for children with ADHD

'
gg«SEE S44, 8—
~Q. s / e N • $ / (- " 9 Saint Peter's Academy Catholic and Bilingual School and Institute
c / G, \ 2
• •
4 J )0 6 0, * Subject: Natural Sciences
s.b.
Grade: 3rd “B” Teacher: Ms. Daniela
Saints

General objective
The purpose of this improvement plan will be to develop the attitudinal and behavioral aspects
of children with ADHD, which will positively influence their academic environment.

• Know the types of vertebrate animals, through illustrations and videos, this
It will encourage our students with ADHD to be interested in the class.

Goals • Identify which vertebrate animals are with a series of drawings and audios. With
This will make our students with ADHD pay attention.
Specific
• Carry out dynamic and practical activities so that our student with ADHD
can participate in it and thus release anxiety and hyperactivity.

• Welcome greeting (1 min)

• Call attendance (2 min)
• Introduction of the topic (4 min)
Activities
• Development of the topic (10 min)
• Carry out a creative activity with illustrated vertebrate animal cards. (20 min)
• Activity painting vertebrate animals (8 min)

• teacher
Human Resources
• Students

Didactic resources • Blackboard, markers, notebooks, pencils, textbook, data show, computer,
photocopies, colors.
• For the activity: Tokens with cartoons and names, candy (prizes).
Time 45 minutes.

Assessment With observation technique

Application and suggestions for the teacher: – Divide the tasks into smaller steps, so that it is easier for this
student to follow them.

– Use illustrations that visually summarize the most important information or content that has been worked on
during the session.

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– provide a quiet area of the classroom to work (without this meaning sitting alone), free of distractions or
possible interruptions (away from windows, doors).
– Help them use the agenda, supervising that they have written down everything they have to do for the next day,
and use it as a means of exchanging information with the parents, so that they can write down the difficulties they
have detected during their study, if You have not had time to finish a certain task, if a certain concept has not
been clear to you, etc.

–Work on multiple intelligences in the classroom, using different types of resources that support teaching.

– Carry out activities and take as a topic reference that are of interest to you, to motivate you and capture your
attention.

– Monitor your learning process to check that you have understood the explanations and are performing the
exercises correctly.

– Offer you more time to finish your activities and help you control the time you have for each activity.

– Create a climate of trust in class where all questions can be asked.

Suggestions to recommend to parents to apply at home:

1. Understanding: Much of the change in children comes from their parents' understanding of the
problem. If our child feels that we understand him, he will feel better, more relaxed and we will become
his help.

The first thing we have to keep in mind is that our son does not do things on purpose. If he forgets his
books, or his coat, or breaks something, we must avoid thinking that he is not doing it because he doesn't
want to.

2. Avoid constant punishment: Punishment is not always a good option, because children with ADHD or ADD
do not know what they have done wrong. We have to try to give positive guidance to their mistakes, for example,
if they forget their homework, instead of punishing them, we will give them tools to solve it, for example, calling
a classmate.
3. Set rules and limits: We must set limits, but correct the behavior from understanding and not from anger.
Children affected by ADHD have difficulty listening to rules, since it is difficult for them to pay attention when
they are spoken to. Also, they have problems remembering them, due to the worse functioning of their executive
functions and the ease of failing to fulfill them due to their impulsivity, attention deficit and poor reflexivity.

4. We must provide educational consequences: children with ADHD have the feeling that no matter what they
do, they do everything wrong or they are always scolded, they lack incentives to try to behave better. Hence the
importance of both positive reinforcement, when the child has good behavior, and the educational consequence if
he or she did not do well.
5. Serve as a guide to behavior: Parents can and should have strategies that help and facilitate their child
learning to regulate and self-control. To do this, you must focus on working mainly around the following points:
- Structuring the environment: habits, routines, planning, schedules and rules. Making a list of routines can help
your child have more control over their behavior.

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- Externalization of information: posters, photos, drawings, clocks, counters or acoustic signals. Making cards
can help you not "forget" what you have to do.
- Internalization of processes: external guidance of behavior, asking them to repeat out loud what they have to do
and making sure that the child has heard us or repeating the order to themselves.
Activities to do with children with ADHD

1. Crafts with plasticine:

The first recommended activity is crafts, these are one of the most used activities for children with ADHD - with
them we will be able to focus their attention, concentration and imagination and we will try to encourage them to
finish it and feel proud of their work. We can use plasticine, available to everyone.

2. letter hiding place

This cognitive rehabilitation activity for children with ADHD mainly works on selective attention . Children
must search among a group of letters only for the indicated letter. You can't leave any!

Q
QWDOQNJQTQ QJQ J M Ñ
X Ñ QHw D Q Ñ D [ PIPI VIM LlX
DIDACTIC STRATEGIES AND ACTIVITIES FOR ADDRESS EDUCATIONAL NEEDS.......................2
SPECIALS IN THE CLASSROOM..................................................................................................................2
NATIONAL AUTONOMOUS UNIVERSITY OF HONDURAS IN THE SULA VALLEY.................2
1.2 REGULATION OF EDUCATIONAL INCLUSION IN.....................................................................4
1.3 . THE INCLUSIVE TEACHER........................................................................................................10

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 1.4 ROLE OF THE TEACHER...............................................................................................................10
2.1 COMPREHENSIVE PSYCHO-PEDAGOGICAL EVALUATION................................................18
2.4 CURRICULAR ADAPTATIONS.................................................................................................14
Fruit salad..................................................................................................................................................23
3.2 DIFFICULTY OF DYSGRAPHY (DYSORTOGRAPHY)..............................................................25
ASPERGER'S..........................................................................................................................................................48
onTIryqvzfvqhñyt................................................................................................................................................65
5. RECOMMENDATIONS......................................................................................................................68
6. CONCLUSIONS......................................................................................................................................69

ONTIRYQVZFVQHÑYT
NNYHQSFXJJNVUDJG

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3. Find the different drawing
In this exercise we mainly work on processing speed . In it, the teacher must urge the child to point to the image
that is different from the rest. For example, in this exercise you must be very attentive to the details of each car.

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 4. Do sport:
Children who have ADHD have a lot of energy and anxiety, which prevents them from sitting still,
which is why physical activities are an excellent option, so that they use up part of that energy and
can pay attention in classes, when parents talk to them. or they want to share time with him.

Among these activities for children with ADHD, we can find playing soccer, basketball, swimming,
running or helping with a task around the house, so that part of the energy can be spent and at the
same time advance in the process to be able to concentrate through of the game or activity to be
carried out.

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> Most schools must present complete preparation to provide adequate and correct support to their
students, ensuring that teachers can always specialize in the areas and in each cognitive, social
and cultural process of each of the students they present. special educational needs at any time
during the educational process.
> Children who tend to present ( SEN ) are generally caused by an education that is not
personalized, that the education is not in the appropriate language of these children, or that they
do not manage to capture their attention or they are simply not interested, the problem is not the
student, but the teacher who insists on giving information normally through visual or auditory
channels, leaving students with sensory problems aside.
> Carry out diverse attention for students who have a special educational need, provide them with
greater support, and bring them closer to children who are much more effective at work.
> Educate all children equally, so that they learn to live with the various special educational needs.
> Keep in mind that a child has special educational needs when he or she has high learning
difficulties and his or her learning pace is totally different from that of his or her peers.
> Every educational center must have the priority of having the appropriate instruments and
materials to meet any special educational needs that arise in children, supporting them
unconditionally by involving them all in a single circle of equity and equality, allowing the
maximum development of the educational process.
> It is necessary to take great importance at the time of evaluation, since objectives, goals and
future projections must be established to achieve effective performance in students with special
educational needs.
> It is necessary and important to raise awareness and guide family members and make them
aware of the disadvantages and advantages of the difficulties that their children have and to teach
them tools for their development and learning at home.
> Society is not yet highly trained to receive or learn to live with children with special educational
needs.
> The teacher must work with all students without excluding any, in order to facilitate, know and
identify the potential that each of them has throughout the process.
> Clarify that education is a fundamental right for all children and they should all be educated
equally.
5. RECOMMENDATIONS

4- Place students with special educational needs in the first seats to better capture their attention.
J- Use readings or large number cards to make it easier for children to see, and sounds of the various
lessons taught.
4- Create a creative and eye-catching environment to always capture children's attention.
4- Provide appropriate strategies, techniques, and materials to each of the children, including all

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 students in the classroom.
4- Be attentive to using appropriate strategies for each child, activities or actions addressing family
integration and having various didactic proposals.
4- The teacher is obliged to know the correct way to care for these children, and support them with a
general vision and objectives to generate changes in attitude in the children and thus provide
quality education.
4- Curricular adjustments must be made to each of the contents to be taught.
4- Each teacher must seek professional help in case of caring for children with special needs.
4- It is recommended to constantly remember that they are children with special needs and are
totally different from other children and yet they all deserve the same attention and respect.
4- Make the most of each experience with these children to enrich our profession and thus continue
to be more critical, sensitive and loving citizens with the smallest and most special beings.
4- Set daily goals, challenges and challenges with these children.
4- Help these children know how to control the fear and anxiety of their special educational need.
4- Work with parents and maintain good communication with these children, respecting the child's
learning pace.
4- Give guidance to parents and make them understand that they have a special child and make them
see the same as other children.
4- Be patient and not give up your work, or give up due to situations with special children, and be a
clear path on the difficult and dark path for these children.

6. CONCLUSIONS

Bibliography
EXPERTS, N. (MARCH 15, 2019). VIU UNIVERSITY . Obtained from UNIVERSIDADVIU:
https://www.universidadviu.com/los-distintos-tipos-de-disgrafia-caracteristicas-y-
consecuencias-para-el-aprendizaje/ /
Juan. (June 25, 2007). May. clinic . Retrieved from May. clinic: https://www.mayoclinic.org/es-
en/diseases-conditions/dyslexia/symptoms-causes/syc-20353552

Retrieved from website:

http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Havana/images/yusimi_ayala.pdf in
April 2020.

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Obtained from the website: https://www.cognifit.com/es/patologias/discalculia in April 2020.

Retrieved from website: http://ve.scielo.org/scielo.php?pid=S1010-

29142010000200011&script=sci_arttext in April 2020.

cnnespanol. (02/18/2020). aspenger syndrome . Obtained from Aspenger syndrome:

https://cnnespanol.cnn.com/2020/02/18/que-es-el-sindrome-de-asperger-y-cuales-son-sus-
symptoms/

USING THE STEPS IN THE FOLLOWING LINKS, YOU WILL VIEW BOTH
DOCUMENTS AND THE GROUP'S OWN MANUAL WAS ARRIVED.

- https://es.slideshare.net/matalote77/manual-de-estrategias-pedaggicas-para-
attend-nee
- https://fliphtml5.com/exes/zhcj/basic

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