Editorial Unimagdalena

Description in English: This work addresses the conception of reading and writing from a neurolinguistic view of school learning. It is the result of a research process carried out to improve the school inclusion of boys and girls with Down Syndrome, whose ages ranged between 6 and 12 years of chronological age and who, despite being integrated INSERT INTO public schools in Boyacá, Colombia, did not feel part of the teaching-learning process within the school. Therefore, it is based on the need to teach reading and writing skills to the boys and girls participating in this study through the implementation of augmentative and alternative communication as a method that facilitates the acquisition of reading and writing symbols. It offers a methodological approach whose results can be extremely useful to the Colombian academic community.