Abstract
This work analyzes the importance of early detection of Dysgraphia in the professional teaching practice of the first years of schooling, which allows timely intervention and prevent the progress of this problem that in the future could become a Specific Disorder of Learning. It is qualitative research that used the action research method from the practice of 102 professors who are studying the Basic Education Career of the Indoamérica Technological University. The results show that the highest percentage of research teachers carry out the detection of Dysgraphia in the first years of schooling by resorting to observational methods applied in daily school activities. It is concluded that the detection of dysgraphia in the investigated context is limited, therefore it contributes little to the solution of the referred learning difficulty.
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