Apoyo familiar y rendimiento académico en un niño con discapacidad intelectual leve

Abstract

Intellectual disability is a problem that has had repercussions over the years, becoming one of the most affected factors worldwide, causing difficulties in the cognitive, conceptual and practical areas, with a lack of ability to perform certain daily tasks. live, seeing itself notably reflected in the social, family and school context, due to a reduced possibility of reasoning and understanding, also makes it difficult to adapt to daily life from childhood to adulthood, it should be noted that intellectual disability can be diagnosed before 18 years of age. Based on the above, in the present investigation the following categories of analysis have been determined: intellectual disability, family support and the academic performance of a 10-year-old boy with mild ID. So that the accompaniment or family support is essential during the process of evolutionary stages, since they are the ones who guide in the formation of values, attitudes-aptitudes and care of the little ones, which will allow an integral formation of an emotionally healthy individual. and able to function positively within society. The study of this research raises the following problem, what is the relationship between family support and academic performance in a child with mild intellectual disability? and as a general objective of the research, to establish the relationship between family support and academic performance in a child with mild intellectual disability. In addition, the development of this research was based on an epistemological approach called the family systemic model, proposed by Salvador Minuchin as the first representative and precursor, in response to the need to investigate the relationship between individuals and the family context as a system of interaction. , based on the main ideas raised by Von Bertalanffy, where he states that each member of a family interacts with others, notably influencing it in different contexts, which can be educational, social and family. In relation to the research methodology, the method was used, of a descriptive type, with a qualitative approach, later the following instruments were applied, the same ones that allowed to know in depth the relevant characteristics of the object of study such as observation, interview and scale. KidsLife the same one that allowed to measure the quality of life of the child, finally the Raven intelligence test, based on the presentation of figures to evaluate the cognitive capacity of the child, so that these instruments facilitated the analysis of the research variables to carry out the respective conclusions and recommendations. This study allows us to conclude that poor family support directly influences the academic performance of a child with Mild Intellectual Disability, since, by not having the participation and accompaniment of the family during the different stages and activities of the academic process, the level of learning is notably reduced, presenting problems in cognitive abilities, generating poor school performance. Another corroborated aspect is the sudden changes in their emotional state in the classroom, making concentration and attention even more difficult. So, for teachers when carrying out the respective academic reinforcements, this situation makes their actions even more complex, since it interferes and interrupts their objective.