Inteligencia emocional y rendimiento académico en una niña con discapacidad intelectual leve

Abstract

In this research work, emphasis is placed on intellectual disability and its role in the educational context with the development of emotional intelligence and its impact on academic performance. Taking into account that intellectual disability is defined as below-average capacity, which takes into consideration the presence of significant limitations that the person has, not only at a cognitive level but also in the development of adaptive behaviors that are immersed in social, conceptual and practical skills. With respect to the significant influence that exists between the categories of analysis and the research case, the problem arises: What influence does emotional intelligence have on the academic performance of a girl with a mild intellectual disability, that is, how this emotional component intervenes in the student to produce a high or low learning. Therefore, the purpose of the research is to determine the influence of emotional intelligence on the academic performance of a girl with mild intellectual disability. The methodology used for the development of the work is qualitative, since it allows obtaining information from the case study in order to understand and explain it through the application of methods and techniques derived from epistemic conceptions and constructs. Therefore, the scope of this research is descriptive, since it facilitates knowing the characteristics of the case, its analysis, verification and description. The instruments used for data collection were the structured interview for the mother, the teacher and the student with intellectual disabilities, the observation guide and the BarOn Ice emotional intelligence inventory, which is designed to evaluate the ability to understand oneself and others, and also helps to identify the relationships established between peers and family members. After analyzing the results obtained and classifying the information, it was concluded that emotional intelligence does have an influence on the academic performance of the girl with mild intellectual disability, given that, when emotional problems are present, performance in the classroom is significantly affected. Emotional intelligence is an important factor in the educational context, since it is used to develop motivation, impulse control, mood regulation and the ability to relate to others. Thus confirming that the intellectual disability presented by the student does not interfere in the development of the different academic tasks, but rather the poor management of her emotions, because, when there are situations that make her uncomfortable, she isolates herself from her environment, showing disinterest in the execution of academic, social and personal activities. At the same time, recommendations that may be useful for students with intellectual disabilities were taken into consideration, such as: following up on intellectual disability from other theoretical constructs that allow it to be analyzed in different scenarios, using didactic material in the educational environment in all subjects of knowledge to promote meaningful learning, and including parents in the socioemotional activities to be carried out in the institution.