Neuroeducación y equidad en la atención a diversidad visual del nivel preparatorio rural
Neuroeducation and equity in the attention to visual diversity at the rural preparatory levelContenido principal del artículo
El estudio tuvo como objetivo implementar y evaluar un modelo didáctico neuroinformado y accesible para la atención de la diversidad visual en aulas rurales de nivel preparatorio. Se empleó una metodología cuasi-experimental con pretest y postest en quince aulas, aplicando una intervención que integró principios neuroeducativos, materiales de bajo costo y evaluación formativa accesible. Los resultados mostraron mejoras prominentes en los indicadores de desarrollo cognitivo y lingüístico de los estudiantes con diversidad visual, una alta fidelidad en la implementación docente y la identificación de factores facilitadores y barreras contextuales. Se concluyó que el modelo demostró ser viable y efectivo para fortalecer los procesos de aprendizaje en contextos de escasos recursos, destacando la relevancia de la formación docente situada y la accesibilidad como ejes centrales para la equidad educativa en entornos rurales.
The study aimed to implement and evaluate a neuro-informed and accessible didactic model for addressing visual diversity in rural pre-primary classrooms. A quasi-experimental pretest-posttest methodology was employed across fifteen classrooms, applying an intervention that integrated neuroeducational principles, low-cost materials, and accessible formative assessment. The results showed prominent improvements in cognitive and linguistic development indicators among students with visual diversity, high implementation fidelity among teachers, and the identification of contextual facilitators and barriers. It was concluded that the model proved to be viable and effective for strengthening learning processes in low-resource contexts, highlighting the relevance of situated teacher training and accessibility as core pillars for educational equity in rural settings.
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