Abstract:

Institution, teachers and family are the three key agents involved in the student's education process, and it is necessary to establish fluid communication channels between the parties in order to generate an environment that promotes the student's academic success. In this sense, these three agents play a fundamental role in detecting motor and writing problems, as well as providing a rapid response to the educational needs that the student may require. In this way, through continuous observation and study of academic progress, the information provided by each of the parties is of the utmost importance. For all these reasons, in the day-to-day running of a school, teamwork is very important in order to successfully carry out the integral development of the person. Only through personalised monitoring of the student is it possible to understand how the teaching-learning process takes place and to design specific activities to favour the acquisition of key competences.

Therefore, mainly during the school stage, institution, family and teachers are constantly collecting data about the cognitive development of students, either through observation or by means of specific tests. This paper highlights the need to involve these three fundamental agents in the education of students and the benefits derived from establishing agile channels of communication when detecting academic difficulties in students. In this way, the role of the teacher in the classroom is presented in relation to the perceptual-motor development of their students and tools for the observation and collection of significant information in the classroom are presented. Additionally, the implications of the teacher as a mediator between family and institution are pointed out, as well as the possibilities of support from the academic orientation of the educational centre for the prevention and study of learning difficulties.

It is, in this way, a research project that aims to highlight the experience acquired by the teaching staff in the detection of perceptual-motor problems, highlighting the importance of communication with the family and the educational centre. Thus, possible observation guidelines that can be extrapolated to other educational contexts and that can help to identify special educational needs in students are shown as a guide to good practice. On the other hand, the protocols collected for action and intervention are clarified with practical and visual examples. Finally, it should be noted that, as this is a study based on teaching experience, the practices presented have been supported by the underlying theoretical foundations and only aim to optimise the cognitive development of students in an assistential way. Therefore, this study can serve as a support for future teachers who may be interested in addressing these skills linked to student neurodevelopment for their application in the classroom.

Keywords:

Perceptive-motor development, teaching activity, neurodevelopment, family, observation-intervention.