Lectoescritura y socio afectividad para fortalecer valores con estudiantes con necesidades educativas especiales

Abstract

Through the document it is possible to appreciate the dynamics carried out in the institution, generating workshops in learning for regular classroom students, with the objective of sensitizing the student population from the socio-affective framework, generating inclusion and appropriation of the other with the premise of respect as a response in their academic and social environment. However, this is not the end of the internship process, it tries to go beyond, supporting reading and writing processes to students with dyslexic traits supported in the support classroom in a particular way focused on the student, in a personalized way, carrying out activities in order to improve certain traits that do not allow progress in the appropriation of the reading and writing code, generating discontinuous processes in the regular classroom, avoiding and preventing difficulties in reading and writing processes. It was also possible to support processes with visually impaired people, supported by Tiflotechnological processes and tools, which are provided as support in the classroom to generate inclusion in the classroom in a coherent and responsible manner.