Abstract:

According to the Ministry of education of Ecuador, zone 3, in Tungurahua there are around 7722 children in basic education institutions, which have different types of "Specific Learning Disabilities". Such are shown in different conditions like reading, the use of the spelling, comprehension and writing, which are directly related to the quality of learning. For the IDEA (Individuals with Disabilities Education Act), there is no cure for this disabilities, these manifest themselves in individuals for life.

The objective of this research was to determine the relation between design, the functioning of the brain and the way in which this information is processed, in addition, the causes that provoke this type of learning disability through different theoretical and practices perspectives.

This study uses qualitative approach through experimental methods and observation with a sample of 386 individuals, which went through processes of cognitive measurement with technical assessment tools to identify the type of disability, was subsequently analyzed information, establishing the elements of design applicable to each case.

Of this group of individuals, 87% presented an improvement in the comprehension and learning capacity of the brain when exposed to cuneiform shapes, abstract figures, colors and textures designed exclusively for the sample investigated by the social context in which they are involved.

Keywords:

Teaching-Learning process, Design as a teaching method, Specific Learning Disabilities, IDEA, Learning Disabilities.