AN INTERPRETIVE VIEW OF DYSGRAPHIA: A DISORDER AFFECTING THE LEARNING OF ELEMENTARY SCHOOL STUDENTS

Abstract

This article addresses a topic observed in students in rural educational settings. Its fundamental purpose is to generate an interpretive view of dysgraphia as a learning disorder affecting elementary school students. This study is directly supported by Ausubel's Theory of Meaningful Learning (1968), Lev Vygotsky's Sociocultural Theory (1978), and Michael Rutter's Theory of Resilience (1985). Methodologically, an interpretive epistemological paradigm is adopted, framed within Heidegger's hermeneutic-phenomenological epistemic combination, employing a descriptive and inductive approach. Key informants consist of three (3) specialist teachers and two (2) students. The study setting is the Simón Rodríguez Institute in Bayoneros, Arauquita, Arauca Department, Colombia. Data collection methods included observation and in-depth interviews, using a structured interview guide. Data analysis techniques included categorization, structuring, triangulation, and theorization. Validity and credibility were established through equivalent results across different interventions. The research aligns with the "Cognitive Styles and Learning Strategies" research line, belonging to the Experimental Pedagogical University (UPEL) – Institute for the Professional Development of Teachers (IMPM). Preliminary findings from this ongoing study reveal insightful experiences from the participants, suggesting that individualized attention may have positive effects on the development of writing skills in students with dysgraphia, with projected improvements in their text production abilities and readiness to learn.