The conceptual, practical and social learnings of the studentwith intelectual disabilities

Abstract

This theoretical research arises from the exploration of educational practices aimed at students with intellectual disabilities, who attend primary education institutions in the Artemisa province, Cuba. It corroborated the importance of conceptual, practical and social learning for the achievement of an adult and independent life and the need for its scientific systematization. With the use of scientific methods, it was confirmed from theory and practice that although the deficit in the acquisition of said learning represents an indicator of intellectual disability; Even in the bibliography of foreigners and nationals there are dichotomies that hinder conceptual understanding, as well as the contents or objectives to be evaluated by teachers. Aspect that sees the conceptualization of the construct _conceptual, practical and social learning_ as a scientific problem, for its contextualization in educational practice. In such a situation, through the epistemology and etymology of the construct under study, conceptual conclusions were reached, which place it as a process that develops throughout life, in which the individual acquires basic learning, requiring its social inclusion; as well as the establishment of the conditions that typify it throughout the life of the student with intellectual disabilities and guiding principles in the school stage. What constitutes an efficient tool in the future projection of a preparation process for primary teachers, which guides them in educational practice as a facilitator of the achievement of practical and social conceptual learning in students with intellectual disabilities.