the Educational attention to students with intellectual disabilities in the curricular area of ​​language and literature

Pedagogical strategies for inclusive teaching

Abstract

This article addresses the need to provide quality educational services to students with intellectual disabilities in Ecuadorian Basic General Education. With this in mind, the general objective was to propose a teaching strategy to improve educational services for students with intellectual disabilities in the tenth grade of the Rio Quinindé Educational Unit through the Language and Literature curriculum. The research had a predominantly qualitative approach, with an exploratory and field-based scope thanks to the direct intervention of the researchers to observe phenomena collected throughout the study. Theoretical and empirical methods were used, such as historical-logical, analytical-synthetic, inductive-deductive, observation, interviews, and surveys. The teaching strategy is characterized by being contextualized, comprehensive, dynamic, and flexible, and consists of three stages: planning, execution, and evaluation. It was evaluated by specialists and partially implemented in practice, where its effectiveness was proven, achieving an improvement in the quality of educational support provided to students with intellectual disabilities through the Language and Literature area.