Adaptación de estrategias pedagógicas en el área de lengua castellana y literatura para la atención educativa de estudiantes de artes plásticas con trastornos del desarrollo intelectual (TDI) en una institución de educación no formal de la ciudad de Bogotá. Estudio de caso

Abstract

Intellectual development disorders involve limitations of learning, general skills, and adaptive behavior; being so that the main difficulties of the population that accuses them are manifested in the cognitive processes, with regard to attention and memory. The manifestation of these shortcomings is revealed in different levels of commitment of the evocative capacity, in the slowness in the processes and in problems of sustained attention. This explains the varying degrees of difficulty they present in language acquisition, whose learning is slower, then presenting a delay in their different areas, such as vocabulary development, auditory discrimination and grammatical structure. However, in spite of the fact that the defining difficulties of cognitive disability are in turn the skills required to learn to read and write, such as memory, ideation, planning, repetition and abstraction; This work uses symbolic language development as an important possibility for these people to facilitate the learning of verbal language. In this way, a special talent program that trains people who have these cognitive limitations in the field of plastic arts, was the scenario in which this mastery of symbolic language was used to leverage verbal language, with very good results both at the level of narrative construction and its visual expression, which concluded in the elaboration of artist books.