Conductas disruptivas y estilos de aprendizaje en un niño con síndrome de down.

Abstract

Down syndrome is a genetic condition that affects intellectual, emotional, and physical development, leading to challenges in communication, motor skills, and learning. These difficulties may manifest as disruptive behaviors that impact school integration and academic performance. Furthermore, each child has a unique learning style that influences how they process and assimilate information, which is key to designing appropriate educational strategies. Understanding the relationship between disruptive behaviors and learning styles in a child with Down syndrome is essential to promoting personalized pedagogical interventions that support comprehensive development and emotional well-being. In line with the context described, the following research problem is posed: What is the relationship between disruptive behaviors and learning styles in a child with Down syndrome? Accordingly, the general objective of this study is to determine the relationship between disruptive behaviors and learning styles in a child with Down syndrome. To achieve this goal, the specific objectives are: to describe the disruptive behaviors in a child with Down syndrome and to identify the learning styles of a child with Down syndrome. This qualitative-descriptive study employed semistructured interviews, directobservation, and the VARK questionnaire to gather information. The results reveal that disruptive behaviors are related to difficulties in communication and emotional self-regulation, and that the child exhibits a predominantly visual and kinesthetic learning style. Adapting pedagogical strategies to these styles may enhance inclusion and development.