Upgrading of the primary teacher for the personalized attention of students with learning difficulties

Superación del maestro primario para la atención personalizada a educandos con dificultades en el aprendizaje

Abstract

Personalized attention to students with learning difficulties is fundamental to achieving the results of quality and inclusive education. To achieve these results, individualized work by the teacher is necessary, based on an exhaustive diagnosis of the needs and potentials of each student. The successful results achivied in primary education must be supported by didactic models that guarantee guidance to the teacher for the implementation of a strategy of the same nature that allows for personalized attention to students with learning difficulties. The present work evidences the need for the relationship between didactic model and didactic strategy for learning attention, with emphasis on the treatment of personalized diagnosis as a starting point for the determination of actions to be develop with the students. The diagnosis allows determining, through problems that the students possess. Likewise, the strategy provides the guidelines to be followed in stages on how the teacher will provide quality personological analysis of the theme, theoretical level methods such as analysis and synthesis, induction, deduction, systemic – structural – functional were used, and from a practical point of view, the interview, scientific observation, survey, document analysis, case studies, expert criteria, and methodological triangulation