DYSLEXIA AND ITS IMPACT ON THE LEARNING OF CHILDREN FROM 6 TO 10 YEARS OLD IN AN EDUCATIONAL INSTITUTION OF THE RURAL SECTOR OF PIEDECUESTA, SANTANDER

Dyslexia in boys and girls is a problem that is identified in the teaching-learning process and that hardly has a cure, which leads to low self-esteem, behavioral problems, anxiety, introversion, aggression and even boys and girls end up being marginalized. and excluded, reducing their participation in school activities and generating behaviors of solitary play (Vásquez, 2016). This research seeks to understand how dyslexia affects learning in boys and girls from 6 to 10 years old in a rural educational institution in Piedecuesta, Santander.

For this purpose, a qualitative approach is implemented going through the following phases: the research idea was constituted, an initial approach to reality was made for the problem statement, then in the immersion phase to the educational institution and its target groups. study, the research design and the study design was conceived, which consisted of

differentiated interviews with each group (teachers, students, parents) applying the non- probabilistic sampling technique, the selected groups were: 8 boys and girls who have this educational difficulty, their respective parents and 6 teachers in charge, the collection of information was developed under the semi-structured interview technique with predetermined but open questions.

Through the phenomenological analysis of the information, it was possible to show within the study population that when the teachers handle the subject, they guide the father of the family and the latter is also interested, he manages to intervene appropriately in his role in the process of learning. your child's learning. Also, ignorance of the disorder has harmful consequences for children, such as verbal abuse and insecurity.

Finally reaching the conclusion that dyslexia cannot be cured, but strategies can be proposed to involve these boys and girls in school and make their lives happy without making them feel isolated or violate their rights (remove recreational activities or not allowing them to participate in the subjects that most attract their attention, not planning classes with specific activities according to the difficulties of dyslexia).