The importance of the development of communicative skills in students with disabilities and/or specific educational needs who attend the Regular Education Support Service Unit (USAER) 25 of Valladolid Yucatan, Mexico.

Abstract

The research was developed with regular teachers who receive support from the Regular Education Support Unit 25 of Valladolid Yucatán and who serve students with disabilities and/or specific educational needs. The causes that have determined this research arise from the lack of knowledge that primary school teachers have about the importance of developing communication skills in their classrooms, giving greater emphasis to the academic part. Therefore, its intervention in the development of communication skills is supported within the development and learning processes, which will allow inclusive and quality education to be provided. As part of the work, a quantitative method of explanatory and mixed nature is defined using a research instrument through 30 surveys of basic education teachers in zone 014 of the city of Valladolid Yucatán, with the purpose of identifying How often primary teachers who serve students with specific educational needs give importance to the development of communication skills in their didactic intervention. The findings show that in general the teaching staff does not master the current study plans, they do not identify the focus of the training field that is worked on in Languages; Likewise, with students who have a condition, they tend to delegate responsibility to the support service, demonstrating the lack of use of communicative strategies.