Collaborative learning in reading and writing processes from virtuality, for students with intellectual disabilities

Abstract

The main objective of this research project was to strengthen the reading and writing processes in students with intellectual disabilities in secondary and middle school, through the implementation of a proposal based on collaborative learning, from virtuality. The development of this research was with a descriptive qualitative approach, which seeks to specify the pedagogical, personal and family characteristics that influence the academic performance of these students. Likewise, it takes into account an action-research design with the purpose of understanding and providing suitable tools to minimize the problems of the selected students, regarding their reading and writing processes. As a research strategy, there was a semi-structured interview with the teachers of the different subjects, a test to accompany the families, a pedagogical assessment of each of the students, and a structured interview with 5 teachers and 5 students. For the sampling, he worked with a focus group of 14 young people belonging to the elementary and middle school levels with intellectual disabilities, as well as their families and the teachers of these courses. In the analysis carried out, it was possible to identify, as determining factors, the low participation of families in the students’ school processes and the limitations that this generates in their learning. Likewise, it highlights the importance of establishing strategies and methodologies for curricular flexibility, which recognize the diversity of young people, their skills and abilities, generating dynamics of easy access and understanding, through the use of technological tools and platforms.