Estrategia Lúdico Didáctica para mejorar las Competencias de Español en Estudiantes con Problemas de Aprendizaje

This research examines difficulties in Spanish language proficiency among students with learning disabilities in rural areas of Ventaquemada (Boyacá), affected by social vulnerability and educational barriers. It aims to design inclusive playful-didactic strategies using a qualitative approach with Participatory Action Research (PAR), involving 09 students. A documentary review was conducted, and instruments such as interviews, questionnaires and field diaries were validated. The results highlight the need to integrate playful approaches into Individualized Reasonable Adjustment Plans (IRAP) using Universal Design for Learning (UDL), the importance of promoting social interaction, and teacher training as a key factor. It concludes that the PAR methodology is suitable for developing interventions to enhance linguistic competencies and real inclusion.