Inclusion of School Children with Intellectual Disabilities: A Guide to "The World we live”. (Original)

Abstract

The present research deals with the need to prepare fourth grade teachers to offer quality care in the subject The World we live in to school children with intellectual disabilities. This situation in the context of the Third Educational Improvement in Cuba demands an inclusive projection oriented towards human and sustainable development. By virtue of this purpose, a complementary guide to the methodological orientations of the program of there ferried subject is proposed. In this way, didactic-methodological suggestions are ensured that allow propitiating equitable relationships on the individualities and needs of the school child with intellectual disability and his group. The guide addresses the didactic categories and other topics of interest such as the formation of concepts and skills, aids, learning tasks and in them the multilevel tasks and particular methods to promote an environmentalist education. These last aspects revealed in the benefits of the subject to give answer to this dimension of human development. In addition, the suggestions are materialized in examples, whose purpose is to constitute a support to the teacher that stimulates the continuity of this way of doing. From this perspective, in the process of elaboration, a relationship of mutual enrichment was established with teachers, provincial methodologists and members of the collective of authors in the specialty of intellectual disability, which propitiated its generalization in different provinces of the country.