Didactic strategy based on play to improve interpersonal relationships in middle school students with mild intellectual disabilities

Abstract

Nowadays, inclusive education needs a playful strategy as an indispensable resource in the development of any academic activity, especially in the field of interpersonal relationships, currently they have a greater need due to the high cases found in schools that provide inclusive education with which the same opportunities are sought for all students. The objective of the research was to identify the playful didactic strategies that contribute significantly to the processes of interpersonal relationships of middle school students of the Cruz del Norte Educational Unit of the Portoviejo canton with mild intellectual disability, province of Manabí, Ecuador. Through scientific research and exploratory research, information was collected and analyzed to determine the needs of teachers and students of fifth and seventh grade with respect to the use of a playful strategy that improves interpersonal relationships, and its application in group work. The results obtained in the survey and observation demonstrated in the research the relevance of using a playful strategy that will improve the work of the teacher and contribute efficiently to the interpersonal relationships of students with mild intellectual disabilities. To conclude, approximately four playful strategies were identified and established, distributed according to the subjects of the academic curriculum corresponding to the basic year. These subjects include language and literature, mathematics, natural sciences, social studies, cultural education, physical education, tennis, computer science, French, Portuguese and English.