<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802020000200052</article-id>
<article-id pub-id-type="doi">10.32870/ap.v12n2.1908</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Pantallas táctiles y enseñanza del inglés a niños con trastorno por déficit de atención: prácticas idiomáticas y juegos recreativos]]></article-title>
<article-title xml:lang="en"><![CDATA[Touchscreens and teaching English to children with attention deficit disorder: language practices and recreational games]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villafuerte Holguín]]></surname>
<given-names><![CDATA[Jhonny Saulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alonzo Rezabala]]></surname>
<given-names><![CDATA[Martha Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Laica Eloy Alfaro de Manabí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Laica Eloy Alfaro de Manabí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<fpage>52</fpage>
<lpage>73</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802020000200052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802020000200052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802020000200052&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo tiene como objetivo socializar una experiencia que hace uso de las pantallas táctiles en adaptaciones curriculares para enseñar inglés mediante el juego a niños y niñas que presentan el trastorno por déficit de atención. Mediante una investigación-acción, validamos siete adaptaciones curriculares diseñadas para la adquisición de vocabulario en inglés como lengua extranjera. Participaron tres niños diagnosticados con trastorno autista, quienes están domiciliados en Manabí, Ecuador. Para el monitoreo de los avances en los participantes, aplicamos una rúbrica que evalúa el número de nuevas palabras adquiridas. Los resultados muestran que la función de videos capta y mantiene durante mayor tiempo la atención de los participantes en las prácticas idiomáticas. La grabación de voz aporta al desarrollo de su comprensión auditiva y al mejoramiento de la pronunciación. En conclusión, el uso de pantallas táctiles aplicadas de manera apropiada puede ser relevante en el diseño de adaptaciones curriculares en el proceso de enseñanza-aprendizaje de estudiantes con necesidades educativas especiales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work aims to socialize an experience that uses the touchscreens in curricular adaptations to teach English through play to children with attention deficit disorder. The action research is administered to validate seven curricular adaptations designed for the acquisition of vocabulary in English as a foreign language. Three children diagnosed with autistic disorder participate, who are domiciled in Manabí, Ecuador. To monitor the progress of the participants, a rubric is applied that evaluates the number of new words acquired. The results show that the videos function captures and maintains the participants&#8217; attention for a longer time during language practices. Voice recording contributes to the development of their listening comprehension and contributes to the improvement of pronunciation. It is concluded that the use of appropriately applied touch screens can be relevant to the design of curricular adaptations in the teaching and learning process of students with special educational needs.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Adaptaciones curriculares]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[inglés]]></kwd>
<kwd lng="es"><![CDATA[trastorno por déficit de atención]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="en"><![CDATA[Curricular adaptations]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[English]]></kwd>
<kwd lng="en"><![CDATA[attention deficit disorder]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
</kwd-group>
</article-meta>
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