Methodological strategy to improve the learning of students with mild intellectual disabilities in the fourth year of elementary school

Abstract

Introduction: Education is a fundamental right of students without distinction, this gives rise to the fact that in the face of diversity in Ecuador inclusion is guaranteed in the educational system since 2010, this leads to the fact that in the face of cases of mild intellectual disability teachers are forced to seek strategies that compromise the development of learning of students with diversities. The objective of this research was to design a methodological strategy to improve the learning of students with mild intellectual disabilities in the fourth year of basic general education. Materials and methods: It should be noted that a mixed research approach was used, with theoretical methods such as analytic-synthetic and inductive-deductive, as well as empirical methods such as survey, interview and statistical methods such as percentage analysis and Cronbach's alpha. Results: A high percentage of students perceive adequate treatment by teachers, who encourage independent participation and provide support to those with learning difficulties. In addition, most teachers use adapted and creative didactic resources, which favors the development of knowledge and skills in all students. Discussion: Children with mild intellectual disabilities need specific support to achieve academic competencies, which requires the implementation of effective strategies and an inclusive approach in the classroom. Conclusion: This research provides the educational community with a proposal that favors support alternatives for the development of activities that help in the development of the skills of children with mild intellectual disabilities.