Educación emocional y conductual en el proceso de enseñanza aprendizaje en un estudiante con discapacidad intelectual moderada

Abstract

Children with mild or moderate intellectual disabilities require special education, where the teacher promotes the activities and spaces necessary to consolidate an inclusive, playful and motivating learning environment, which is adjusted to the specific needs of the student and the objectives that he/she intends. achieve in a certain period of time, emphasizing the control of their emotions, as it is an aspect that can give way to a personal block and even develop certain physical or mental conditions that affect their development at a personal, social or academic level. Objective: To develop and apply a system of activities that allow controlling the emotions of a student with moderate physical and intellectual disabilities, through playful and dynamic actions that favor the integral development of the individual Methodology: Research that contemplates the development of a case study, under a qualitative approach, with a population made up of a student with intellectual disability in the fifth year of basic general education. Among the techniques used for data collection are the interview and observation, whose instruments were the questionnaire and a checklist. Results: The child does not control his emotions or euphoria, which hinders interpersonal relationships with his immediate environment, hinting at the lack of self-regulation, despite the fact that his peers respect his expressions. Conclusions: In the case of the child with moderate physical and intellectual disability, who was part of the present study, he showed difficulties in the self-regulation processes, that is, the control of his emotions was not adequate. For this reason, he presented significant pictures of anger or euphoria, even giving way to physical aggression against his colleagues, a situation that hindered interpersonal relationships with his immediate environment.