Intellectual Disability in the Learning of Students of General Basic Education and General Unified Baccalaureate

Abstract

Intellectual disability is a condition that directly affects people’s ability to learn according to the levels expected for their chronological age. This limiting disability can manifest in communication and behavioral problems, difficulty in solving problems or understanding content, and limitations that affect their ability to respond to daily situations. The present research seeks to establish a relationship between intellectual disability and the learning of students in the levels of Basic General Education and Unified General High School of the Educational District 17D05-North, Canton of Quito-Ecuador and aims to determine the influence of intellectual disability on the learning of students in Basic General Education and Unified General High School. For this purpose, a qualitative approach methodology was followed, working with a population of students and teachers belonging to the institution under study to whom a survey was applied, using a semi-closed questionnaire that allowed gathering information about the experiences of students with intellectual disabilities in the different educational levels and their entrance to the university. Based on the results obtained, a proposal of learning strategies with interactive content was designed to contribute to the learning development of students with intellectual disabilities.