Aprendizaje y adaptación al contexto educativo de un niño con síndrome de Down

Abstract

Down syndrome or Trisomy 21 is a genetic disorder, which provokes intellectual and developmental decline, apart from having typical physical appearance. The mental retardation that these people have, generates difficulties and slowness when learning and adapting to the educational context. For this reason, our study is based on searching for strategies or measures so that those people who suffer from this disorder can have a better quality of academic training and life. In view of the exigency of this topic, the following problematic arises, “The need to determine the level of learning and adaption to the educational context of a child with Down syndrome”. Therefore, this case of study has the obligation to see how the process of adaptation and learning that a child with Down syndrome has in Santa Rosa canton, El Oro province, who was referred to ‘La Unidad Distrital de Apoyo a la Inclusión’ (UDAI), located in Machala city. As for the methodology for the realization of this investigation, the method of case study was used, with a descriptive type and assuming a qualitative approach. After determining the methodology of this investigation, instruments were elaborated and applied according to the procedure of the information obtained. Among the instruments are the family interview, observation, and the Raven test. The Raven test is a non-verbal test that will let us evaluate these individuals in their intellectual skills and reasoning based on figures. To sum up, after analyzing the results obtained, it can be evidenced the great importance of the learning level and adaptation to the educational context of a child with Down syndrome. It was possible to observe how the student could interact in the academic field and accomplish their objectives set. In addition, it was evidenced the importance of teachers’ and parents’ role in supporting the child during their learning process or development of skills. Thanks to this great support, children can involve themselves in society without any inconvenience, be able to have access to a better education and a more pleasant life. Moreover, people with this syndrome can consolidate a better future both family and economic, thus the possibility of social exclusion would be less. In light of the above, as part of the recommendations used for people with Down syndrome, the following can be specified; early stimulation, pedagogical effort, curricular adaptations, training courses directed to teachers, which promotes a personalized work that benefits the learning process in students with Down syndrome, implementing 8 practical exercises that allow students grasp the quick and concrete orders to carry them out.