Memoria y lenguaje en un adolescente con discapacidad intelectual leve.

Abstract

The present research analyzes the relationship between language and memory in an adolescent with mild intellectual disability (MID), a condiion characterized by below-average intellectual and adaptive functioning. The central problem posed is: What is the relationship between language and memory in an adolescent with mild intellectual disability? The general objective is to determine and propose inclusive pedagogical strategies that promote the adolescent's overall development, facilitating their school and social integration. Through a qualitative and explanatory approach, tools such as the Wechsler Intelligence Scale for Children (WISC-V) and Neuropsy were used to analyze the cognitive, linguistic, and social capacities of the participant. The results show significant deficiencies in phonological memory, logical reasoning, and oral language, affecting their academic and social performance. Inclusive pedagogical strategies are proposed, such as the use of visual supports, phonological memory exercises, and curricular adaptation, to promote their overall development. This research highlights the importance of designing educational interventions based on individual strengths and needs, contributing to the school and social integration of adolescents with MID. By addressing these problems and objectives, the aim is not only to improve the participant's cognitive and linguistic skills but also to increase their autonomy and quality of life. The research emphasizes that a holistic and personalized approach in the educational field is essential to achieve these goals, significantly contributing to the adolescent's overall well-being and integration into the school community.