El aula invertida para la atención de la dislexia en estudiantes de educación básica media

Abstract

The flipped classroom, as an active learning methodology, is a strategy to be applied in interlearning to mediate and guide learning with students. It arises from the need to strengthen knowledge in various areas to develop appropriate competencies. This approach, known as Flipped Classroom, integrates technology and adapts to a new educational model aimed at middle school students. Objective: To analyze the effectiveness of the flipped classroom as an active methodology through a literature review in various journals, to improve reading and writing skills in students with dyslexia, promoting autonomous and collaborative learning that facilitates overcoming their difficulties and enhances their academic and personal development. Methodology: The methodology employs a systematic literature review matrix, using the thesauri of [UNESCO] to identify vocabulary. UCACUE digital databases such as Scopus, Redalyc, Google Scholar, SciELO, and institutional repositories were accessed. Fifteen relevant articles that addressed the flipped classroom in the interlearning process were selected. Results: Studies show that the flipped classroom promotes personalized attention and the necessary didactic adaptations for students with dyslexia, facilitating interlearning through digital resources and concrete materials, promoting the development of reflective, creative, and critical thinking. Conclusion: The flipped classroom is an effective active methodology for teaching students with dyslexia in middle school, combining digital technologies with pedagogical strategies that enhance cognitive and socio-emotional skills, promoting inclusive and meaningful learning. Keywords: writing, dyslexia, flipped classroom, methodology, learning