Examinando por Materia "Dislexia"
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Ítem Aplicativo web responsive para niños en etapa escolar con el fin de ayudar en la corrección de dificultades de lectura ocasionados por la dislexiaMontes Montes, Cristian Camilo; Tobar Tovar, Diana Paola; Wanumen Silva, Luis FelipeThe document contains the development of the research and subsequent implementation of a web application designed for children with difficulty in learning caused by dyslexia. This difficulty in learning affects a high percentage of students and with this application it is intended to be a support for the exercise of the knowledge acquired in the classroom.Ítem Desarrollo de un Aplicativo Móvil para el Tratamiento Sistemático de la Dislexia en los Niños de 6 a 10 años en ColombiaForero Cardozo, Cesar Mauricio; Alvarez Avendaño, Rodrigo Orlando; Martínez Rodríguez, FernandoIn the world, dyslexia affects approximately 15% of the population, mainly children in their reading develop stage. However, Colombia has not yet become aware of the serious incidence that this represents in aspects such as school dropout. The prevalence of this learning difficulty, accentuated by the anachronism of the Colombian school, results in a problem of urgent intervention, which although Colombia as a state has the necessary infrastructure to carry it out, the lack of disclosure of it (unlike other countries Europeans and Latinos) prevents him from doing so. Based on European approaches to perform attractive and functional language therapies, this work aims to analyze, design, model and develop an interactive and attractive tool to support the treatment of dyslexia, using emerging technologies such as augmented reality and techniques. innovative as gamification is. Thus, using video game engines and based on exhaustive research, in addition to the constant accompaniment of experts in the subject, we proceeded to make adaptations of treatments carried out within specialized therapies to reinforce language deficiencies. Throughout the document, the engineering process that was carried out will be described, from the requirements that led the project to the quality of service evaluation tests that led to the iterations of the project. The difficulties that were encountered throughout the development and how they were circumvented will also be described, thus achieving an application for mobile devices that supports a comprehensive treatment of the symptomatic spectrum of this specific language disorder.Ítem Didácticas inclusivas para atender las Neet (dislexia – disgrafía) en el aula: un reto a la educaciónRomero Sierra, Yuri Adriana; Fajardo Fajardo, CarlosIt is evident that we develop in a context that requires thinking about education in a different way, in order to answer effectively to all the challenges involved in "teaching", recognizing the particularities of each one of the students and contributing to their recognition in the other person, thus forging an inclusive school, a school for everyone. The following project emerges as a response to an institutional need from the low academic and coexistence performance presented by the students of cycles III and IV of the ATENAS IED School, during the years 2016 and 2017. Therefore, it was considered pertinent to carry out an analysis to the consolidated academic, apply a teacher perception survey and a student screening test, which allowed to conclude that the main difficulties are in reading, writing and logical thinking processes. Based on these results, a focus group of young people with dyslexia or dysgraphia was created, who was working in the classroom together with the counselor teacher, developing different activities whose purpose was reduce the weaknesses from the empowerment of their strengths, taking into account the needs and interests of the students and conscientize of their own process and the importance of training as a whole human being, who has the ability to recognize themself, recognize others, recognize through the other and thus modify their reality. It is worth mentioning that when doing the exploration for the state of the art it can be determined that the observed problem is immersed in all the socio – economic levels and academic levels and that it is denominated as a TSEN (Transitory Special Educational Necessity), which can be corrected and worked within the classroom with clear objectives and certain times.Ítem La dislexia como manifestación de neurodiversidadBeltrán Rodríguez, Yenny Alejandra; Becerra Galindo, Luis Francisco; Gutiérrez Ospina, GabrielOne of the outstanding phenotypic elements of the human being is his capacity to acquire information through reading. This capacity is heterogeneous, so the reader phenotype exhibited in the human population corresponds to a broad spectrum of individual manifestations. Thus, reading ability is represented by a normal distribution curve, in which the so-called dyslexic phenotype constitutes approximately 17% (APA, 2013, Barbiero et al., 2012; Zakopoulou et al., 2011; Shaywitz et al., 1992; ). This distribution and frequency make the dyslexic phenotype an alternative expression of normal reading in humans. Although some voices consider it as a disabling / maladaptive phenotype, it is necessary to remember that all phenotypes exhibit circumstantially advantageous qualities depending on the contexts in which they perform. This suggests that the reading phenotypes emerge naturally in each individual as the result of contingent responses of the developing brain to circumstantial challenges that arise during prenatal and postnatal life, so that considering them pathologies is incorrect. We hypothesize that dyslexic phenotypic variants constitute alternatives that allow those individuals who show them the development of highly adaptive cognitive abilities. To this end, a review, analysis and theoretical proposal was made on the neuroanatomy and neurophysiology of dyslexia and eu-language that triggered the construction of a new neurobiological model that predicts the multiple possibilities of information processing for the eu-reader and dyslexic phenotypes. Regarding the above, the updated model of the neural pathways used in reading processes and involved in the phenotypic traits exhibited by the population with dyslexia led to the creation of a new concept that covers the broad spectrum of phenotypic traits of dyslexic persons (ie, Holodisnomia).Ítem Narrativas de personas disléxicas sobre su proceso en convertirse en profesores de inglésCuervo Rodríguez, Karen Andrea; Castañeda Trujillo, Jairo EnriqueThis paper reports the findings of a narrative study with two pre-service English language teachers (PELTs) who have dyslexia. The main objective of the study was to understand how this condition of having dyslexia was present in becoming an English language teacher. The two PELTs participated in a life history interview as part of the data collection. By considering the main objective of the study, the researchers used the information collected to write the narratives and subsequently proceeded to interpret and analyze them. The findings show that dyslexia is as serious as any other disability, and it does generate rejection and lack of understanding on the part of teachers and other PELTs. Furthermore, negative feelings linked to the learning or teaching process are generated in PELTs with dyslexia, which leads them to hide their condition to avoid discrimination most of the time. However, findings also show that once negative feelings were overcome, PELTs turn their problem into an advantage, discovering themselves as more empathetic to those with special needs and making them more resourceful teachers. We conclude that although PELTs can turn their weaknesses into strengths, the role of teacher educators is also fundamental in the processes of identity construction; teacher educators might provide spaces and strategies to minimize the conditions that affect the performance of PELTs, both as language students and as language teachers.