Rendimiento académico y estado emocional en un niño con discapacidad intelectual.

Abstract

The present research work had as object of study a child with intellectual disability, making reference to the significant limitations in cognitive functioning as well as in the development of adaptive skills, from the analysis of academic performance and emotional states. Therefore, the general objective is to determine the relationship between academic performance and emotional state in a child with intellectual disability. This research is descriptive, since it is focused on the characteristics and qualities of the case study, from Piaget's cognitive approach. For the foundation and collection of information, the instruments used were the structured interview, the neuropsychological maturity questionnaire CUMANES, the CAT-A child apperception test and the Florence Goodenough test, which resulted in the student's academic performance due to neurocognitive difficulties and in terms of emotional state, he shows impulsivity, extreme insecurity, tendency to depression, emotional withdrawal, lack of social interest and shyness; therefore, he tends to withdraw into himself and present impulse inhibition. Thus allowing us to conclude by mentioning that academic performance is related to the emotional state, given that, when he presents high levels of happiness, his educational performance improves due to the positive attitude when performing intra and extracurricular activities, as opposed to when he has negative emotional states, in addition, the intellectual disability of the child is not a limiting factor for the development of educational activities, but rather the overprotection of the legal representative.