Methodological Strategy for Inclusive Learning Environments in Language and Literature in the second year

Abstract

The present study aimed to design methodological strategies to develop inclusive learning environments in the second grade. This research contributes to the research line on Didactics of Basic Education curriculum areas at the Bolivarian University of Ecuador. Throughout the study, various methodological strategies were examined to enable the inclusion of students with diverse educational needs whether cognitive, emotional, or social in the teaching process. The research methodology was mixed, with a qualitative and quantitative approach, descriptive rather than experimental. The research was based on theoretical, empirical, and mathematical methods. The population consisted of second-year elementary school students and teachers from the Milton Reyes Reyes Educational Unit. Research instruments were applied to determine criteria regarding the variable. Weaknesses were noted regarding the attention to individual differences and the use of innovative methodological strategies. Therefore, the proposal consisted of a set of inclusive methodological strategies that favored the creation of inclusive learning environments to enrich the teaching of Language and Literature. It was validated through consultation with specialists, whose evaluation, mostly as highly adequate, demonstrated the feasibility and relevance of the scientific result.