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Currently, in Mexico, Children with Learning Disorders attend all grade levels together with Regular Children. In the state of Chihuahua, the Specialized School Service Program, through a professional team, aims to overcome these problems at the initial levels of Primary to the most serious cases, since it cannot cover this entire population and, in turn, provide specific assistance, so that children overcome as much as possible the deficiencies that prevent them from doing well in school. Children who study with Mild Disorders must overcome their problems alone, looking for Learning Strategies by themselves, to consolidate the learning of each subject. Given this panorama, the objective of the present investigation was to compare the Learning Approaches in the subject of Spanish, with respect to the averages and gender of its students, in the Students with Learning Disorders who are in the 6th Grade of Primary in public schools of the Chihuahua City, Chih., Mexico. To reach the results, a non-experimental, comparative and correlational field research was carried out, of a transectional nature, carried out in Public Primary Schools. Data were collected by applying the R-LPQ-2F Learning Process questionnaire from Biggs, Kember and Leung (2001). Two hundred twenty-seven (227) sixth grade students, detected by the USAER team, with Learning Disorders in 35 schools participated individually and voluntarily. Results. The use of both approaches was observed, at different levels, by the participating students. A predominance of Deep Approach was found. Girls use the Deep Approach more than boys, and no relationship was found between the annual grade point averages for Spanish, with the use of any learning approach.

Enfoques de aprendizaje en la materia de español en niños con trastornos de aprendizaje