Pedagogical skills for the management of students with Down Syndrome

Abstract

The objective of this study was to strengthen the pedagogical skills of teachers in specialized centers in Quito to improve the management of students with Down Syndrome. A mixed approach was used, combining surveys of 65 teachers and the TOPSIS method to identify priority competencies to develop. Key competencies included curricular adaptation, effective communication, and specialized knowledge. The results highlighted discrepancies between the perceptions of teachers and experts about the importance of certain competencies, highlighting the need for specific training. The findings highlighted the importance of continuous teacher training programs to improve inclusive education. A proposal was made for a training plan focused on the identified competencies to improve the preparation and educational support offered to students with special needs. It is proposed to investigate innovative methods of teacher training and carry out longitudinal studies to evaluate the long-term impact of these interventions in different educational contexts.

Keywords: Pedagogical competencies, Down syndrome, Inclusive education, Teacher training, TOPSIS method