Neuroeducational Intervention in Children with Intellectual Disabilities - Intervención Neuroeducativa en Niños con Discapacidad Intelectual

Abstract

An adequate intervention in the classroom for children with intellectual disabilities has been one of the main concerns of the teaching team, due to the high dropout rate that is currently occurring in Colombia (MEN, 2015). The lack of knowledge on how to intervene is one of the most influential reasons for children in condition of intellectual disability to fail to integrate successfully, nor to achieve an optimal learning process, these factors generate frustration not only in the student, but in teachers and family members, (Martínez, 2017) therefore, the need to investigate the impact caused by different strategies in the learning process in children with intellectual disability emerged. After a review of academic literature, it was found that neuroeducation provides the necessary elements that children with disabilities need so that their process in the classroom is not truncated. The purpose of this research, therefore, is to propose innovative, inclusive and participatory neuroeducational strategies for: students with disabilities, teachers who train inclusive and integrative processes, and the family as the first link of contact and experience. These strategies consist of the union and exploration of practices, procedures and knowledge about neuroscience and education, recognizing the importance of brain mechanisms in the construction of cognitive, socioaffective and adaptive processes. These strategies are proposed in an educational world that is still conditioned by access barriers that limit and maintain the vision of disability as a handicap, and not as a condition of life. josha.org Journal of Science, Humanities and ArtsJOSHA is a service that helps scholars, researchers, and students discover, use, and build upon a wide range of content