Estrategias didácticas para el desarrollo del pensamiento creativo en el subnivel de preparatoria con niños con discapacidad intelectual implementadas en ADINEA Cuenca

Abstract

The present study stems from the need to solve a research gap around the identification of the different strategies that the teachers of the ADINEA center, in the city of Cuenca, have been developing during their daily pedagogical actions. In this sense, it seeks to identify the didactic strategies implemented by teachers to develop creative thinking in students with intellectual disabilities at the preparatory sublevel at ADINEA. For this, a qualitative methodology was applied and the Atlas ti® hermeneutical tool was used. An interview, a focus group and the observation of planning and teacher practice were applied. The universe of study was the five teachers who work at the ADINEA Preparatory Sub-level, and two administrative workers. As a result, constructivism and the natural approach were identified as the theoretical models behind the teaching strategies developed by ADINEA teachers. In addition, it was determined that direct experimentation with objects, providing auditory, visual or kinesthetic stimuli, adaptation of the furniture to the creative needs of the students; use different voices when working with children; use novel and colorful material; and to open the possibilities of action of the students so that they are expanded in the execution of their activities and so that they can paint, scratch, stain, without limits, these are some of the didactic strategies referred to, both by teachers and administrators, as observed by the researchers. As a recommendation, future researchers are suggested to expand the field of study to other institutions and regions of the province and the country, in order to contrast the results obtained with different contexts.