Fortalecimiento de lectura comprensiva de los estudiantes con discapacidad cognitiva leve de grado sexto en el Colegio Silveria Espinosa de Rendón IED Sede A - JM

Abstract

It has been observed that the students with mild cognitive disability of sixth grade from Silveria Espinosa de Rendon School I.E.D. J.M. in Bogota, present difficulties in attention, perception and memory, that affect their comprehensive reading, therefore, the following work is presented as a project of disciplinary intervention that seeks to strengthen these processes, because this lack becomes an obstacle for learning, then the non-appropriation of culture and the intermittency in the acquisition of knowledge generate in many cases a school failure, evident through the gaps evidenced when they will be taking the next grade. This type of students are usually labeled as unsuccessful at academic and social level, insomuch as they don’t combine with other students without difficulty and by not dimensioning the magnitude of their lack, their self-concept and self-esteem, can make them people without purpose in the future, because their resilience capacity is minimal. The pedagogical relevance of this study lies in strengthen comprehensive reading of students with mild cognitive disabilities, and in turn consider that diversity is part of the current reality of teachers, who in one way or another, they must adjust their methodologies and they need to consider that learning is not only for the student but for the teacher in his teaching exercise, what also implies a social contribution by generating a favorable school environment fostering respect, solidarity, fraternity and teamwork. A different look to those who forming part of the educational community, present this type of disability.