Environmental mainstreaming for self-esteem educability and socio-labor training in adolescents with mild intellectual disabilities

Abstract

The current global environmental context has among its most crucial demands that students with mild intellectual disabilities can receive during the teaching-learning process, curricular contents that allow them to describe, think, perceive and value that reality. The work provides an epistemological view that points towards the need to incorporate the environmental dimensions of the special schools within the curricular contents of the third cycle (7th, 8th, 9th and 9th Complementary), seen from interdisciplinarity and transversal axis that propitiates important way the educability of self-esteem and socio-labor training. The Dialectical Hermeneutic method is used and conclusions issued argue the essentiality of the theoretical budgets analyzed and the imprint of this reinterpretation of the environmentalist educational dynamics offered to this educational process.