Pedagogical attention and development of Adaptive Skills:

A challenge in Intellectual Disability

Abstract

This study investigates the pedagogical support provided by a teacher in developing adaptive skills in students with intellectual disabilities at the third level of early education in the “Melania Morales” special education center. A qualitative, analytical-descriptive approach was adopted, with an ethnographic character and grounded in the humanistic paradigm. The cross-sectional study employed interviews and direct observation for data collection, with a convenience sampling method. The research examined the curricular documents used by the teacher, as well as the relationship between activities in the early education program, curricular adaptations, and the development of adaptive skills based on the students’ special educational needs. The findings indicate that children with intellectual disabilities have the potential to develop adaptive skills that enable them to lead fulfilling and independent lives. However, it is essential that educational support is fully aligned with their specific needs. The teacher's methodological strategies are reflected in her programming and didactic planning. Nonetheless, the need to strengthen her competencies in making reasonable adjustments to her daily planning was identified. Currently, a regular early education program designed for students without disabilities is being used, which limits its effectiveness in this context. In conclusion, the development of adaptive skills in these students is being promoted passively. This underscores the urgency of implementing specific pedagogical strategies tailored to the individual characteristics of children with intellectual disabilities, thereby improving their inclusion and educational well-being.