Motivational UDL strategies for children with specific learning disabilities

Abstract

Motivation in children with Specific Learning Disorders (pASD) is an under-recognized problem in the educational field, since it directly influences these children's interest in learning, generating limitations in inclusive and effective education. Consequently, the research aims to design a motivational strategy based on Universal Design for Learning (UDL) for children with pASD. In this sense, the approach was qualitative, with a non-experimental design, the type of research was descriptive, an intentional representative sample of 12 children (x boys, x girls) diagnosed with pASD was made. A strategy was applied, which consists of the use of recreational activities and audiovisual tools whose observation by the evaluating teachers were subjected to the process of the content analysis method, through synthetic descriptive matrices, which favor the deductive and inductive analysis for categories and subcategories. The results obtained show that the strategy created and implemented represented a transition tool between the game and academic content, promoting a participatory and inclusive attitude. It is proposed that its use, tailored to the type of disorder and combined with active methodologies, can become a replicable model for promoting inclusive and effective education. The research provides significant empirical data highlighting the interactive problems of children with pASD as an underappreciated educational obstacle. Its contribution focuses on the connection between the game and academic content.