Dificultades específicas en lectura y escritura: Intervenciones pedagógicas desde la inclusión
Fecha
2026-02-23
Autores
Matamoros Umaña, Eduardo Armando
Zamora Víctor, Rosemari
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Título del volumen
Editor
Revista Veritas De Difusão Científica
Resumen
Este artículo analiza las dificultades específicas en lectura y escritura desde un enfoque pedagógico inclusivo, alejado del modelo clínico-deficitario tradicional. Mediante una revisión narrativa de literatura académica en español (2014–2024), se explora cómo estrategias como el Diseño Universal para el Aprendizaje (DUA), ajustes razonables y enfoques multisensoriales transforman barreras educativas en oportunidades de participación. Se destaca la transición conceptual de términos médicos (dislexia, disgrafía) hacia las Dificultades Específicas de Aprendizaje (DEA), enfatizando que las limitaciones surgen de sistemas inflexibles, no de los estudiantes. El estudio contrasta la retórica de políticas públicas latinoamericanas con la realidad áulica, marcada por brechas en recursos, formación docente insuficiente y desconexión entre diagnósticos y prácticas. Se analiza el rol central del docente, cuya formación técnica y sensibilidad son claves para implementar adaptaciones curriculares y construir climas emocionales que fortalezcan la autoestima. Las tecnologías de apoyo (software de lectura, correctores contextuales) emergen como aliadas, aunque su acceso desigual refleja inequidades estructurales. La discusión crítica señala que la inclusión efectiva exige reformas sistémicas: currículos docentes renovados, colaboración escuela-familia especialista y redistribución de recursos hacia contextos vulnerables. La conclusión subraya que la alfabetización inclusiva no depende de “corregir” a los estudiantes, sino de diseñar entornos educativos que reconozcan la neurodiversidad como fundamento del aprendizaje. Este enfoque requiere voluntad política para priorizar la equidad sobre la homogeneidad, garantizando el derecho a aprender en diversidad.
This article analyzes specific reading and writing difficulties from an inclusive pedagogical approach, moving away from the traditional clinical-deficit model. Through a narrative review of academic literature in Spanish (2014–2024), it explores how strategies such as Universal Design for Learning (UDL), reasonable accommodations, and multisensory approaches transform educational barriers into opportunities for participation. It highlights the conceptual shift from medical terms (dyslexia, dysgraphia) to Specific Learning Disabilities (SLD), emphasizing that these limitations arise from inflexible systems, not from the students themselves. The study contrasts the rhetoric of Latin American public policies with classroom reality, marked by resource gaps, insufficient teacher training, and a disconnect between diagnoses and practices. It analyzes the central role of the teacher, whose technical training and sensitivity are key to implementing curricular adaptations and building emotional climates that strengthen self-esteem. Assistive technologies (reading software, contextual correctors) emerge as allies, although their unequal access reflects structural inequities. Critical discussion points out that effective inclusion requires systemic reforms: updated teacher curricula, collaboration between schools, families, and specialists, and a redistribution of resources toward vulnerable contexts. The conclusion underscores that inclusive literacy does not depend on “correcting” students, but rather on designing educational environments that recognize neurodiversity as the foundation of learning. This approach requires political will to prioritize equity over homogeneity, guaranteeing the right to learn in diversity.
This article analyzes specific reading and writing difficulties from an inclusive pedagogical approach, moving away from the traditional clinical-deficit model. Through a narrative review of academic literature in Spanish (2014–2024), it explores how strategies such as Universal Design for Learning (UDL), reasonable accommodations, and multisensory approaches transform educational barriers into opportunities for participation. It highlights the conceptual shift from medical terms (dyslexia, dysgraphia) to Specific Learning Disabilities (SLD), emphasizing that these limitations arise from inflexible systems, not from the students themselves. The study contrasts the rhetoric of Latin American public policies with classroom reality, marked by resource gaps, insufficient teacher training, and a disconnect between diagnoses and practices. It analyzes the central role of the teacher, whose technical training and sensitivity are key to implementing curricular adaptations and building emotional climates that strengthen self-esteem. Assistive technologies (reading software, contextual correctors) emerge as allies, although their unequal access reflects structural inequities. Critical discussion points out that effective inclusion requires systemic reforms: updated teacher curricula, collaboration between schools, families, and specialists, and a redistribution of resources toward vulnerable contexts. The conclusion underscores that inclusive literacy does not depend on “correcting” students, but rather on designing educational environments that recognize neurodiversity as the foundation of learning. This approach requires political will to prioritize equity over homogeneity, guaranteeing the right to learn in diversity.
Descripción
Palabras clave
LECTURA, ESCRITURA, EDUCACIÓN INCLUSIVA, READING, WRITING, INCLUSIVE EDUCATION