Propuesta de una estrategia de diseño instruccional en la educación especial para niños con problemas de lecto-escritura utilizando entornos virtuales de aprendizaje.

Abstract

This research aims to propose a strategy for instructional design in the special education, for children with literacy problems using virtual learning environments in the Institute of Special Education in Puyo city. The Instructional design strategy proposed was based on the initial educational diagnosis, where settled the learning problem and the feasibility of using ICTs as teaching tools to counteract the literacy problem, the content analysis determined the contents requiring to be strengthened through ICTs, the 3 R rule (reduce, reuse, recycle) that allowed to take advantage of the technological resources already created and published on the website related to the field of education, the design of the virtual classroom learning was developed using the Moodle 2.0 platform where every content was developed using the aesthetic, intuitive, concise, interactive and E-tutoring (AICIE) methodology, evaluation and validation allowing to assess the students' progress or improvement. With this instructional design implementation in children at the pedagogical section of second year in the Special Education Institute, determined through investigation procedures, it was found that 81,82% of students have achieved the required learning. Therefore, it is concluded that DARDE instructional design strategy responded to needs of knowledge reaffirmation, didactic and techno-pedagogical assistance to those who have problems with reading and writing during the teaching process learning, resulting in an innovative strategy. It is recommended to reproduce and apply the proposed strategy of instructional design, according to each institution educational needs, with the aim of improving the teachinglearning process.