Errors In The Detection Of Neurodevelopmental Disorders In Basic Education

Abstract

The overall objective of this research was to diagnose errors that occur during classroom work related to the neurodevelopment of elementary school students at the Costa Azul School in Manta, Ecuador. The methodology employed was framed within the quantitative paradigm. The data collection technique selected was a survey using a dichotomous questionnaire with closed-ended questions for the diagnostic process. The results indicated that teachers lack the necessary training and appropriate classroom tools for identifying syndromes that may emerge from early childhood through the end of elementary school. It is concluded that it is important for the directors and managers of educational institutions, especially the principal of the Costa Azul Educational Unit, to be aware of the elements present in professional training in the area of ​​psychopedagogy, as it is an aspect of utmost importance for the development of children. The importance of early detection of disorders in its different scientific investigations is indicated, as it is essential because knowing the procedures, methodologies, and processes that other specialists apply in the detection of disorders is vital to improving the quality of life.