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Coexistence in class between regular children and children with intellectual disabilities. Documentary review

Authors

  • Geydi Dahiana Demarchi Sánchez
  • Daniela Restrepo Osorio
  • Sara Botero Morales
  • Camilo Álvarez Vanegas

DOI:

https://doi.org/10.30827/retosxxi.v5i1.25281

Keywords:

classroom, coexistence, intellectual disability, family

Abstract

Children with intellectual disabilities in their integral development may present difficulties during their learning, for them it is complex to capture and retain information provided by their families and teachers, to establish and sustain interpersonal relationships with the people around them, generating difficulties in communication and integration. with the other and skill development. This article aims to identify how the interpersonal relationships of infants with intellectual disabilities and regular infants influence the classroom at the primary educational level. The methodology used was from qualitative research under the hermeneutical approach and as a research strategy the documentary review was used. In conclusion, it is possible to show positive aspects in education, but it is necessary to continue advancing and creating educational spaces and tools according to the capacities and needs of each child, in addition to the training of teachers to mediate in the classroom the relationships between regular children and with disabilities.

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Published

2021-12-01 — Updated on 2023-04-16

Versions

How to Cite

Demarchi Sánchez, G. D. ., Restrepo Osorio, D., Botero Morales, S., & Álvarez Vanegas, C. (2023). Coexistence in class between regular children and children with intellectual disabilities. Documentary review. The Educational Journal of Works Aimed at the XXI Century (XXI CHALLENGES), 5(1). https://doi.org/10.30827/retosxxi.v5i1.25281 (Original work published December 1, 2021)