Apoyo familiar y convivencia escolar en una estudiante con síndrome de Down

Abstract

Down Syndrome (DS) is a genetic disorder that occurs when there is an abnormal cell division, it is the result of an alteration of chromosome 21, the person who suffers from it presents learning delays, hyperactivity, among other characteristics. Therefore, it is considered essential to determine the family context, since it varies according to the ability to adapt to the needs and demands of caring for the child and the development of their coexistence in the educational environment. Thus, the general objective of the research was to analyze family support and school coexistence in a student with Down syndrome. As epistemological foundation, the theory of Carl Rogers was used, which highlights the importance of satisfying people's needs, emphasizing the development of their own abilities and competencies. The methodological process was carried out from the qualitative approach since it is based on evidence oriented to the deep description of the case study. The instruments used were the structured interview, observation guide and the family test, with which the following results were obtained: the family unit and the social environment provide emotional support, facilitate resources to meet needs that emerge during the developmental stage of the student with Down syndrome. Thus, it was concluded that family support is essential in the development of those individuals who suffer from this condition, which in turn, interferes in school coexistence.