Active strategies to promote the educational inclusion of students with temporary learning difficulties.

Abstract

Educational inclusion is a fundamental principle that seeks to guarantee equitable access to quality education for all students, recognizing and valuing diversity within the classroom. In this context, the present research focuses on the implementation of active strategies to promote the inclusion of students with temporary learning difficulties in the area of reading comprehension. The study was carried out with a sample of 37 students in the sixth year of Basic General Education at the Unidad Educativa Jacinto Collahuazo, located in the Jordan parish of the Otavalo canton, Imbabura province, Ecuador. Problems such as lack of reading habits, difficulties in word decoding, limited vocabulary, and low self-esteem were identified, all of which negatively affect reading comprehension. The research adopted a qualitative approach, using methods such as participatory observation and teacher interviews, under field and descriptive research modalities. As a proposal, a set of active and inclusive strategies was designed, such as dramatizations, modifying story endings, using synonyms, and collaborative reading, aimed at improving reading comprehension and fostering active student participation. It is expected that the implementation of these strategies will contribute to the development of reading skills, strengthening educational inclusion and the academic performance of students with temporary learning difficulties.