The objective of this review article is to analyze the theoretical

assumptions of professional teacher training from the perspective of

didactic competencies, using the heuristic and ethnographic method

as a reference through the interpretation, analysis and synthesis of

the documentary review. A theoretical approach of the teacher's

professional training was carried out, in which the relationship

between the pedagogical and didactic elements that must be handled

to achieve an inclusive education was established, in this sense, the

role of the teacher in the interaction with the student and his role as

inclusive education.

Se presenta un artículo de revisión que tiene como objetivo analizar

los presupuestos teóricos de la formación profesional del docente,

desde la perspectiva de las competencias didácticas, para esto, se

utilizó como referencia el método heurístico y etnográfico a través

de la interpretación, análisis y síntesis de la revisión documental. Se

realizó un abordaje teórico de la formación profesional del docente,

en el que se establece la relación entre los elementos pedagógicos y

planificar los diferentes componentes no personales del PEA, para

que los métodos mantengan la concentración de niños con trastornos

de déficit de atención. Se concluye que aún se requiere de un proceso

de formación profesional docente que favorezcan las competencias

didácticas para lograr una educación inclusiva y que este sigue

siendo uno de los retos principales en la educación contemporánea.

atención, educación inclusiva

which we operate. (Turpo-Gebera, 2013)

When referring to teacher preparation, it is not enough to make use

of a number of didactic tools to solve academic problems in a

classroom, the approach must go a little further, it must be focused

on the human being as such, which requires a competent

professional, able to identify in the classroom the social difficulties

that affect their students and how these are triggering failures of

various kinds in the development of their school activities, which

prevail in these students and use the means and resources necessary

to include them in the classroom in an efficient manner and to ensure

comprehensive learning. This is the real challenge of inclusive

accelerated pace of lifestyles, as well as the free access to

information, have increased the demand for the level of professional

didactic competence of teachers, due to the impact of the

contemporary world. Therefore, it is necessary to assume these new

challenges and levels of competencies towards the use of new

technologies and the training of teachers to meet the educational

diversity.

The study of Barros & Turpo, (2017) establishes a quantitative

but frequently links between three, four or more variables are found

in the study, in this case with three variables: learning style, study

habits and academic performance, which are worked with preset

not had specific training on the subject, they also do not know how

It is understood that education is the basis for a society to grow

actively and dynamically, in reference to this, the epistemic

foundations of pedagogy echo those elements related to the

academic growth of learners, which seek to enhance the skills and

competencies present in students. This binomial between education

as an axiological structure and pedagogy as the schooling process

where the human being is formed is fundamental as a

multidirectional process since its dialectic relationship allows the

development of students' competencies in knowledge, standards of

conduct, ways of being and their procedural application to the

Vygotsky refers that the human being from birth, already brings his

natural development line, this line comes into function when the

individual interacts with the environment where the mediators that

are responsible for guiding the individual to develop their cognitive

seems inherent to human beings, it requires constant preparation to

support situations or problems that are very common today in

different educational institutions. Therefore, it requires the search for

resources that adapt and facilitate the task of teaching and dealing

with the diversity of students to work in an integrated,

comprehensive and flexible way the curricular content. According to

(García et al., 2014) "Learning strategies have been conceptualized

as a set of mental operations and procedures of codification,

acquisition, retention and evocation it is necessary to implement

them, in the classroom it is necessary to make use of different types

resources and therefore achieve that the student is the protagonist of

his own learning process, strictly speaking it is the duty to be within

the development of the educational process. However, diversified

attention is required and it is there where the different didactic

resources of the professional teacher allow him to introduce active

class, promoting knowledge and autonomous learning through the

impulse to research and the use of ICT. These elements require the

development of the teacher's competencies, so that classroom

activities respond to a conscious and organized process by the

teacher and that class incidents respond to the casuistic events of life

with the aspiration of being able in the future to have the ability to

solve a problem. Santana et al., (2010) The author states that

education is more than acquiring knowledge; rather, it should focus

on providing solutions to social problems, integrating knowledge

that points towards learning based on competencies. In another

sense, it is understood that cognitive and socio-affective skills

contribute to the teaching-learning process such as: use of new

technologies, meaningful learning techniques, playful activities and

audiovisual material; all these resources and tools are useful when

imparting knowledge, even more so in students with attention

deficit, they facilitate the teaching process by creating a unique

experience in each of the students.

It is necessary to remember that the educational field is in continuous

change, which requires teachers to evolve and align themselves with

new trends. For this reason, traditional competencies are necessary,

but it is necessary to add others that contribute to provide quality

education. In these environments are located the didactic

competences for the attention to diversity and specifically to the

Attention deficit was detailed for the first time relatively more than

At present, attention deficit is more prevalent in children of different

educational institutions when the specific symptoms of ADHD are

basic instrumental areas of reading and writing, we are talking about

an ADHD and a specific learning difficulty.

Nowadays, attention deficit is a disorder that is reflected very

frequently in the school context, therefore according to Zunino,

(2016) states that "ADHD has been considered as a condition that

largely predominated in males with respect to females, but this

theory is losing strength as time goes by and it is currently estimated

that its prevalence is very similar in both sexes, although it seems

delays. Like ADHD it is a neurobiological disorder which affects the

functional structure of the brain centers which are related to control

the attentional processes.

Difficulties presented by a child with ADD:

Children with ADD manifest all of these types of symptoms at

school and in their families, which significantly affects their

academic, personal and social performance.

disorder in students: first of all, any type of medical problem should

be ruled out before inferring that the student has attention deficit, and

the support of parents, teachers and the educational institution should

be sought when detecting the difficulty. The teacher should seek the

help of an expert on the subject to receive the appropriate guidance

for this disorder. Take into consideration the affective part of the

student and its impact on the development of the learning process

In the intervention of students with attention deficit, it is necessary

to take into consideration the development of activities that generate

significant learning in the students, and that these activities fulfill the

function of an instrument for the resolution of future problems. A