Neurocognitive Strategies for School Adaptation with Children Aged 7 to 12 with Intellectual Disability Level 1 and 2

Abstract

This article addressed the review of neurocognitive strategies for school adaptation in children with intellectual disabilities level 1 and 2 in the “Ángel Polibio Chávez” Educational Unit of the Bolívar Province, Guaranda canton, where the following problem was developed: How does the Application of neurocognitive strategies in school adaptation in children aged 7 to 12 with intellectual disabilities level 1 and 2?. The purpose of this research was to propose neurocognitive strategies to stimulate attention, concentration, perception, language, logical reasoning, verbal comprehension and long-term memory storage. This research had a mixed approach since qualitative and quantitative aspects were used, which were of great relevance at the time of presenting the research proposal, giving way to the application of instruments and techniques that served us for data collection, which consisted of sheets. observation, (students) surveys (parents and interviews (teachers, educational psychologist and psychologist). From the results obtained we confirm that neurocognitive strategies can be used in children with intellectual disabilities to improve cognitive memory. The results achieved show that these strategies are known by teachers, but not developed in the classroom.