Stimulating cognitive activity in students with intellectual disabilities in the regular context

Abstract

This article addresses a current issue in the educational process: the insufficient preparation of teachers to stimulate cognitive activity in students with intellectual disabilities within a regular context, in pursuit of a quality education for all. The research topic was aligned with the current demands and requirements of the context in which Cuba's III Educational Improvement is being generalized. The article aims to present a system of workshops for teachers to provide psychopedagogical guidance for stimulating cognitive activity in students with intellectual disabilities in the regular context of Primary Education in the Río Cauto municipality, Granma province. To carry out the research, the following theoretical methods were used: analytical-synthetic, inductive-deductive, and modeling. Among the empirical methods used were: observation, interviews, and teacher surveys. The results obtained during the application of the study at the "Pedro Soto Alba" Semi-boarding School in the Río Cauto municipality confirmed that the implementation of the workshop system contributed to enhancing the psychopedagogical preparation of educators regarding the knowledge of the psychological characteristics of the students in the aforementioned educational institution and to resolving issues in the teaching-learning process. The proposed system could be introduced into the educational process of Primary Education institutions as part of the generalization process of the III Educational Improvement being carried out by the Ministry of Education.