Didactic strategies to stimulate attentional capacity in children with specific educational needs at the Corina del Parral de Velasco Ibarra Early Education Center

Abstract

This study focuses on the development of didactic strategies aimed at strengthening attentional capacity in children with special educational needs (SEN). Inclusive education from early childhood represents a fundamental challenge to ensure equity and quality, enabling children with SEN to actively participate in the teaching–learning process.
The main objective of this study was to propose didactic strategies to strengthen attentional capacity in children with SEN at the Corina del Parral de Velasco Early Education Center. The optimization of educational tasks is addressed through innovative approaches that foster inclusion, cognitive development, and autonomy in the classroom.
The methodology was based on a mixed approach, combining qualitative and quantitative perspectives, with research designs that included observations and semi-structured questionnaires. The sample consisted of four children with SEN and six teachers from the morning section of the educational center.
The results showed that inclusive strategies are occasionally implemented, highlighting the need to strengthen teacher training and to incorporate multisensory pedagogical activities. Findings revealed that the intentional use of visual and manipulative materials positively impacts children’s concentration, stability, and classroom engagement.
The conclusions emphasize the importance of structured and differentiated planning that considers the attentional characteristics of children in early childhood to ensure inclusive learning. It is recommended to implement the proposed didactic strategies oriented toward multisensory approaches and curricular adaptations to enhance attentional capacity and promote a fair, inclusive, and integrated educational environment.