Estrategias pedagógicas inclusivas para estudiantes con déficit de atención en un aula multigrado rural.

Abstract

Abstract The purpose of this study is to design and implement inclusive and adaptive pedagogical strategies that enhance the learning process of students with attention deficit in the third and fourth grades of Crisanto Luque Educational Institution, San Luis campus, in the municipality of Filadelfia, Caldas. The intervention responds to the need to transform educational practice in a rural context characterized by multi-grade classrooms and a socioeconomic, cultural, and geographic diversity that limits the effectiveness of conventional methodologies such as Escuela Nueva and PIAR. The problem is supported by empirical evidence and neuropsychological diagnoses, following the criteria of the DSM-5 (American Psychiatric Association, 2022), which demonstrate that difficulties in attention, participation, and academic performance negatively impact children's comprehensive development. Framed within the "teacher training" line, the study is based on theoretical references such as Papalia et al. (2023), Puche et al. (2021), Hidalgo and Arteaga (2021), and Hernández and Mendoza (2018), in addition to supporting its guidelines in Decree 1421 of the Ministry of National Education (2017). Methodologically, a qualitative action research approach is adopted, directly intervening in the classroom through participant observation, semi-structured interviews, and diagnostic data analysis. The aim is to identify and systematize inclusive strategies that improve attention, participation, and learning, generating a replicable model in other educational contexts and strengthening teacher training. Keywords: Attention deficit, education, childhoods, strategies.