Resumo

MARTINEZ-CUASPUD, Ana Carolina; ITUYAN-RUANO, Ana Karem  e  VILLACREZ-OLIVA, María Victoria. Inclusion of students with cognitive deficit. Entramado [online]. 2024, vol.20, n.1, pp.1-.  Epub 07-Maio-2024. ISSN 1900-3803.  https://doi.org/10.18041/1900-3803/entramado.1.10234.

The main objective of the research project was to analyze the didactic strategies that allow the inclusion of students with cognitive deficits. The study was qualitative with a socially critical approach supported by action research, applied to 17 elementary and high school students with cognitive deficits. Taking into account information-gathering techniques such as documentary analysis, interview, and participant observation; and as instruments: the documentary analysis format, the questionnaire, the pedagogical diary, and the psycho-pedagogical assessment. The results show an institution that is working on an inclusion process, but that needs to implement certain training for teachers to provide them with adequate training in terms of educational inclusion with a view to continuous improvement in the institution's teaching and learning process. Finally the inclusive didactic strategy that was developed and applied allowed incorporation processes of inclusion, motivation, affectivity stimulation, and learning in which the population under study strengthened their skills and abilities within a fun space and outside the traditional processes.

Palavras-chave : Educational inclusion; cognitive deficit; didactic strategy; teaching-learning.

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