María Elena Ron Vargas , Jessica Adriana Guim Espinoza, Marylin Figueroa Cruz

Programa de competencias lingüísticas para la equidad educativa en estudiantes universitarios con déficit de atención

Introduction

Programa de competencias lingüísticas para la equidad educativa en estudiantes universitarios con déficit de atención. Programa de competencias lingüísticas mejora la equidad educativa en universitarios con déficit de atención. Potencia comprensión, escritura y oralidad académica.

Abstract

El objetivo de esta investigación fue implementar un programa de competencias lingüísticas con apoyos atencionales para promover la equidad educativa en estudiantes universitarios con diversidad atencional. Se desarrolló un estudio cuantitativo aplicado con diseño cuasiexperimental de un solo grupo y medición inicial y final, en el que participaron 58 estudiantes de una carrera de educación de una universidad pública ecuatoriana. La selección consideró matrícula activa, autorreporte de dificultades atencionales y consentimiento informado. La evaluación abarcó comprensión lectora de textos disciplinares, escritura académica valorada con rúbrica analítica y oralidad académica en exposiciones breves, junto con un perfil atencional medido mediante pruebas y autorreporte. La intervención integró secuencias didácticas multimodales, segmentación de tareas, temporización con pausas, plantillas de planificación, listas de verificación y microtutorías con retroalimentación frecuente, bajo un enfoque de Diseño Universal para el Aprendizaje sin etiquetamiento. Los resultados mostraron mejoras consistentes en las tres competencias, con avances especialmente notorios en organización y coherencia textual. Se concluyó que el programa favoreció el desempeño comunicativo y actuó como estrategia niveladora para reducir barreras en la educación superior.

Review

This study presents a highly relevant and timely intervention focusing on fostering educational equity for university students with attentional diversity. Addressing a critical need in higher education, the research outlines the implementation of a linguistic competence program designed to mitigate the barriers faced by this specific student population. The abstract clearly articulates the program's objective to enhance academic performance through targeted attentional supports, signaling its significant potential for inclusive pedagogical practices within the university context. The overall impression is one of a well-conceived project with a clear practical application and a noble aim, demonstrating a commitment to supporting diverse learners. The methodological approach is robust for an applied intervention study, employing a quantitative, quasi-experimental design with pre- and post-intervention measurements. The participation of 58 education students from an an Ecuadorian public university provides a specific yet valuable sample for such a program. A notable strength lies in the comprehensive evaluation framework, which assessed reading comprehension of disciplinary texts, academic writing via an analytical rubric, and academic oral communication, alongside an attentional profile. Crucially, the intervention itself appears thoughtfully constructed, integrating Universal Design for Learning (UDL) principles and a range of supportive strategies such as multimodal sequences, task segmentation, timed pauses, planning tools, checklists, and personalized micro-tutoring with frequent feedback, all without resorting to student labeling. This holistic and inclusive approach underscores the program's potential for efficacy and ethical practice. The reported results are highly encouraging, indicating consistent improvements across all three evaluated linguistic competencies, with particularly strong advancements noted in textual organization and coherence. These findings strongly support the program's effectiveness in enhancing communicative performance among students with attentional difficulties. The conclusion that the program acts as a leveling strategy to reduce educational barriers in higher education is well-supported by the presented data, offering a practical model for promoting inclusion. While the single-group, pre-post design provides compelling evidence of change, future research could benefit from incorporating a control group to further strengthen causal claims and explore the long-term sustainability and generalizability of these positive outcomes across different academic disciplines or institutions. Nonetheless, this study offers valuable insights and a promising model for promoting educational inclusion and equity.

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