Methodological conception for teaching chess to students with disabilities in San Cristobal Island

Abstract

Introduction: Chess stands out as an unconventional pedagogical tool that can enrich the development of cognitive skills in boys and girls, promoting new forms of logical and mathematical thinking, as well as stimulating creativity. The objective of this research was to analyze the methodological conception for teaching chess to students with disabilities on the island of San Cristóbal. Materials and methods: It was investigated how the methodology of teaching chess can influence the development of cognitive skills in these students. The research, with a qualitative and documentary approach, used the interview technique to collect data with an open-ended questionnaire validated by experts in the area of education. Results: The results indicate that chess improves skills such as memory, concentration, and problem solving; challenges such as the lack of adapted resources and the need for specialized training for instructors are identified. Discussion: The use of chess as a pedagogical tool, therefore, not only enriches cognitive learning, but also has a significant impact on students' motivation and self-confidence. Applying good methodological practices that integrate chess in educational environments is an effective strategy to promote comprehensive development in students, as it fosters both academic learning and socio-emotional skills. Conclusions: It is concluded that chess is an effective tool to develop complex cognitive skills, and it is essential to adapt the methodologies to maximize its impact on students with disabilities, thus contributing to the improvement of the educational process in inclusive contexts.