Introduction:

in the international context it has been declared that approximately 10 % of the school population have dyslexia and therefore constitute one of the most representative groups with simple disabilities. This incidence in the national context and in the province of Pinar del Río has also been confirmed, however it has been revealed that primary-school teachers have basic theoretical-methodological preparation needs to direct their educational objectives supported on the system of the professional influences they have considering the development of sciences.

Objective:

to propose a strategy for the development of elementary school teachers in the educational training of dyslexic children in school.

Methods:

a pedagogical research was developed using theoretical, empirical and statistical methods. This study was carried out intentionally, including all the elementary-school teachers (45), who teach dyslexic children in Consolation del Sur municipality, Pinar del Río province. This allowed verifying the needs these children have.

Results:

it is specified in the strategy the improvement for the elementary school teachers in the educational training of dyslexic schoolchildren adjusted to the clinical and educational models carry out in Cuba.

Conclusions:

the design to improve this strategy constitutes a solution to the needs of a systematic updating of the elementary school teachers on the theoretical, methodological and attitudinal characteristics that are necessary to facilitate the educational training of dyslexic schoolchildren.

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