Actividades interactivas digitales como herramientas de apoyo en el proceso de lectoescritura en niños con discapacidad intelectual moderada

• Autores: Eunice Morales, Esbeidy Gómez, Luz Katt, Joshua Fonseca
• Localización: Educación Handbook T-I: Congreso Interdisciplinario de Cuerpos Académicos / coord. por Gerardo Hernández Medina, Lidia Ramírez Lemus, 2013, ISBN 978-607-8324-10-1, págs. 11-20
• Idioma: español
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• Resumen

  • This paper presents the results of the implementation of a computational tool for the Centro de Atención Múltiple (CAM) No. 48 of Nanchital, Ver, which integrates digital interactive activities (Lottery, Memoramas, puzzles, etc..) for children with moderate intellectual disabilities. The tool supports the reading and writing process, allowing school and social inclusion in the short, medium and long term, realizing it in a pleasant, easy, allowing to track your progress. It is also support for the child, teacher and parents. The aim is to facilitate the teaching of everyday vocabulary, achieving meaningful learning. Tests were conducted with five children aged 7 and 9 years old, who recognized the significance of about 25 words before using the tool. After 6 months of daily work, children increased their vocabulary, recognizing around 70 to 83 words.