Actions Aimed at Students with Intellectual Disabilities in Primary School: In-Service Teacher Training
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educación especial
discapacidad intelectual
formación docente
inclusión special education
intellectual disability
teacher education
inclusive settings

How to Cite

Roque Hernández, M. del P., & Domínguez Mota, M. G. (2014). Actions Aimed at Students with Intellectual Disabilities in Primary School: In-Service Teacher Training. Nova Scientia, 4(8), 129–146.


Introduction: In Mexico, in spite of the education policies in effect, not every student can benefit from regular education. Through inclusion, our objective is to make it possible for students with disability, to study at mainstream schools and receive all support, necessary to succeed. In primary schools, teachers are in charge of promoting the inclusion and enhancing the learning experience of these students, so they should be trained to identify the specific characteristics of such students in order to prepare a diversified pedagogical plan and implement appropriate strategies to tackle their problems. The purpose of this work was to provide in-service training to regular teachers to promote their involvement in psycho-pedagogical actions aimed at students with intellectual disabilities.

Method: Six teachers from one public primary school voluntarily took part in the study. Their primary school was located in an urban slum of the state of Mexico, and at least one student in the teacher’s group had intellectual disabilities. A qualitative methodology was applied, with prior informed consent of participants, and a assessment-intervention program was designed and implemented.

Results: Three categories were set: 1) teachers acquired a basic understanding of special education and specifically learned how to identify and provide pedagogical support to children with intellectual disabilities; 2) they accurately characterized their students from a pedagogical standpoint and actively and collectively worked with other professionals in order to complete a psycho-pedagogical assessment of students; and 3) teaching practice: teachers became aware of how their actions have a impact on their students, they were able to diversify their strategies and teaching resources, improving their communication and relationship with the students.

Discussion or Conclusion: It is crucial that teachers are able to support the students they have in a class, undertaking to share responsibilities with experts in special education, for the benefit of Atención a la discapacidad intelectual en la escuela primaria: formación docente en el servicio Revista Electrónica Nova Scientia, Nº 8 Vol. 4 (2), 2012. ISSN 2007 - 0705. pp: 129 – 146 - 132 - students with intellectual disabilities. Therefore, permanent actions should be implemented to provide in-service training to teachers and keep them up to date in educational services
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