Teaching strategy to strengthen pedagogical practices through inclusive education for children with intellectual disabilities

Abstract

This paper seeks to strengthen pedagogical practice through a teaching strategy aimed at teachers to support the educational inclusion process for children with intellectual disabilities in the ninth district of Bogotá. To this end, a documentary analysis was conducted of the "Inclusion Monitoring Record in the Educational and Productive Environment" form, which was developed by the special education department of the Crecer Centers, a service of the District Secretariat for Social Integration, with children included in the educational setting. A virtual survey was also conducted with 26 local teachers and a semi-structured interview was conducted with the coordinator of the Crecer Center in Fontibón. These interviews revealed that teachers who support the school inclusion process lack strategies to support the teaching-learning dyad of children with intellectual disabilities included in the school environment. Therefore, the research produced a teaching strategy consisting of a booklet and a box with materials for nine activities that support teachers' pedagogical practices.