Approach to Pedagogical Learning in Mild Intellectual Disability

Abstract

This paper presents an updated reflection on effective methods and strategies for learning to calculate, write and read in subjects with a mild intellectual disability. Based on the analysis of the research undertaken, it can be concluded that, although the purposes of pedagogical attention to subjects with intellectual disabilities are framed within the principles of inclusive education, there is a great difference between their intentions and the reality of educational institutions. Thus, despite being integrated into the regular classroom, children with a mild intellectual disability do not receive the educational attention required to strengthen their learning of reading, writing and arithmetic.  The result of the analysis shows the existence of various techniques and indicates, at the same time, that there is no specific method for learning academic skills in subjects with slight intellectual deficiencies. It suggests identifying the interest and the need of students in order to establish flexibility in pedagogical and methodological planning of the curriculum that favors the learning process.