Sistema de Actividades Basado en el Modelo Educativo del Proyecto Roma para Mejorar el Proceso de Enseñanza y Aprendizaje en Estudiantes con Discapacidad Intelectual del IPCA

Abstract

In the educational setting, it is crucial to understand that teaching and learning processes are inherently diverse, reflecting the unique particularities of each individual. In this context, students with intellectual disabilities have specific attributes that significantly influence how they assimilate and process information. The objective of this study was to propose a system of activities based on the educational model of the Roma Project for the improvement of the teaching and learning process of students with intellectual disabilities in the Academic Functional Level 1 of the Cerebral Palsy Institute of Azuay. The work considered theories on moderate intellectual disability, educational background and learning theories proposed by Piaget, Vygotsky and Luria. A sequential set of activities with a solid theoretical basis was proposed, which included the description of the educational process of students with intellectual disabilities, design and evaluation. The methodology employed combined action research and qualitative approaches, generating encouraging results by fostering collaboration and engagement, not only among students with cognitive disabilities, but in the entire class group. Although challenges and areas for improvement were identified, these pedagogical approaches offer promising improvements in inclusion and educational quality. This work underscores the importance of continuing to research and refine these methodologies to achieve equitable and comprehensive education for all students.