Aprendizaje de la lectoescritura en niños con Síndrome de Down
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2016-07-25
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Jaén: Universidad de Jaén
Resumen
Se realiza una revisión bibliográfica sobre cuál es el método utilizado y el más adecuado
para lograr un exitoso aprendizaje de la lectoescritura en niños con Síndrome de Down. El lenguaje
es la herramienta que utilizan los individuos para comunicarse unos con otros, uno de los
instrumentos más importantes para que el niño llegue a conocer el mundo que le rodea y establezca
las primeras relaciones afectivas. Debido a las características y limitaciones cognitivas que
presentan los niños con Síndrome de Down, este proceso debe iniciarse lo antes posible y de
manera sistematizada. Las Asociaciones de Síndrome de Down existentes en España siguen el
método global, ajustándose más a las limitaciones que estos niños presentan; sin embargo, sería
conveniente llevar a cabo un método mixto o combinado (sintético- global) para fomentar el área
fonológica así como hacerlo ilustrativo y motivante a través de dibujos o imágenes reales para el
niño.
In this report is showed a literatura review on what the method used and the most suitable for successful literacy learning in children with Down Syndrome. It is assumed that language is the tool used by individuals to communicate with each other, it is also one of the most important things for the child to know the world around him and set the first affective relationships instruments. Due to the characteristics and cognitive limitations of children with Down Syndrome, this process should start as soon as possible and in a systematic way. The Down Syndrome Associations in Spain follow the global method, adjusting more to the limitations of these children; however, it would be convenient to carry out a mixed or combined method (synthetic- global) to promote phonemic area as well as do it illustrative and motivating through drawings or real images for the child.
In this report is showed a literatura review on what the method used and the most suitable for successful literacy learning in children with Down Syndrome. It is assumed that language is the tool used by individuals to communicate with each other, it is also one of the most important things for the child to know the world around him and set the first affective relationships instruments. Due to the characteristics and cognitive limitations of children with Down Syndrome, this process should start as soon as possible and in a systematic way. The Down Syndrome Associations in Spain follow the global method, adjusting more to the limitations of these children; however, it would be convenient to carry out a mixed or combined method (synthetic- global) to promote phonemic area as well as do it illustrative and motivating through drawings or real images for the child.