Intellectual disability in the learning of students in Basic General Education and General Unified Baccalaureate in the canton of Loja

Abstract

DOI: https://doi.org/10.46296/rc.v8i15.0363

Intellectual disability significantly affects learning ability in relation to chronological age. This limiting disability manifests itself in communication difficulties, behavioral problems, and problems with problem solving or understanding content. These limitations significantly affect a person's ability to respond to everyday situations. The research seeks to establish a connection between intellectual disability and the academic performance of students in General Basic Education and High School in Loja, Ecuador. The study sought to understand how intellectual disability affects student learning in order to improve their educational support. A mixed methodology was chosen to make the research more effective, allowing for deeper and richer data triangulation. A sample of students and teachers from the institutions examined was included. A validated survey was administered to participants by experts in the field. This methodological approach gathered valuable information about the learning experiences of students with intellectual disabilities. The study results reveal the limitations that teachers face in student learning, which need to be addressed to improve the overall well-being of students. It is crucial to consider the multiple dimensions of intellectual disability in education and family support for student development.

Keywords: Intellectual Disability, Special Educational Needs, Educational Policies.