Desarrollo emocional y aprendizaje en una familia con discapacidad intelectual

Abstract

This research focuses on the relevance of examining the interaction between intellectual disability, emotions and their influence on the learning process. It refers to previous research related to the inclusion of students with disabilities in educational settings in Ecuador and presents the case of a family in the Santa Rosa canton. The main objective is to analyze the relationship between emotional development and academic performance in this family with intellectual disability.Intellectual disability is generalized, addressing its definition, context and classification according to IQ and adaptive function. The uniqueness of each individual with ID is highlighted and it is recognized that parenting children with this condition can pose challenges that affect the quality of family life.The epistemological approach to emotional intelligence and related theories are also investigated. Its relevance in the development of authentic traits in people and its relationship with emotional intelligence is highlighted. It addresses the theoretical bases that support the research, including emotional development, emotional education, parenting styles and the importance of creating an environment of trust in the educational environment.The research findings are demonstrated, highlighting intellectual disability and how emotions influence the learning of children with intellectual disabilities. Finally, the conclusions synthesize the results, focusing on the relationship between emotional development and learning in the family with intellectual disability, highlighting the possibility of improving the quality of life through psycho-pedagogical interventions.