TECHNOLOGIES AND INTELLECTUAL DISABILITY. A LOOK AT SPECIAL EDUCATION

Abstract

Nowadays, the use of technologies offers unlimited possibilities in the teaching-learning process in Special Education, however, its use is insufficient. The objective of the research is the elaboration of computerized learning activities for the correction and/or compensation of cognitive processes. The methods used were theoretical and empirical. An observational, descriptive, cross-sectional study was carried out, 45 students and 14 teachers of the Manuel Prada Contreras Special School were selected. Ten learning activities that favor the correction and/or compensation of cognitive processes were elaborated. The results of the implementation of the computerized activities allow the corrective-compensatory action in the subjects of Spanish Language, Mathematics and Music Education. It is concluded that the use of technologies in Special Education favors the stimulation of cognitive processes of students with intellectual disabilities, its use by teachers contributes significantly to this purpose and constitutes a working tool that dynamizes the teaching-learning process at this educational level.