Identifier: TFG:6809
Authors: Torres Mateo, Mar
Abstract:
The beginning of reading and writing in children between 3 and 6 years old with Down syndrome is a topic related to inclusive education. The investigation raises the question about how during the term this beginning of reading and writing with children and children who present the genetic alteration is due to the relationship that provides with expressive language. The theoretical development of research based on the knowledge of the essential abilities is, that is, the teaching and learning of reading and writing for these infants, for the presentation of the different methodologies that can be used, their benefits and characteristics. of the anomaly. The methodology used is a qualitative study. Three interviews have been carried out with different specialists, a series of activities have been carried out with children in the classroom, along with their respective evaluations and external observations during the seventh school day. From here, specify the directions or otherwise specify the strategies and learning objectives to be achieved. As the results of the project consider differences between them according to the areas involved, in all cases, the methodological line of the center is compatible with the indications of the foundation specialized in Down syndrome to guarantee maximum cognitive development. After obtaining the answers to the observations and detailed annotations, it is clear that the teaching of reading and writing based on previs exercises using the perceptual-discriminatory method, the systematic functioning turns out to be a successful benefit for promoting the abilities of readers and writers. i expressives i, at once enhance autonomy.
Repositori URV