Materials adapted for cognitive development for children with Down Syndrome Materiales adaptados para el desarrollo cognitivo para niños con Síndrome de Down

Abstract

The present study addresses the use of adapted materials for the cognitive development of children with Down Syndrome in the Kasama Educational Unit. Using a mixed approach, combining quantitative and qualitative methods, the parameters related to the cognitive development of these children were evaluated in an inclusive and supportive educational environment, committed to personalized attention. The research included 73 parents and 5 first grade teachers, who provided relevant information about the use of adapted educational materials, the pedagogical strategies used and the challenges encountered. Teachers use a variety of adapted resources, selected for their accessibility, curricular relevance and interactivity. However, they face significant challenges, such as lack of time, resources, and specialized training. The need was identified for greater investment in financial resources and specialized training for teaching staff, as well as access to complementary services such as occupational and speech therapies. Likewise, the importance of strengthening collaboration between school and families was highlighted. Recommendations include the implementation of ongoing training programs for teachers and increasing access to specialized resources and services to improve the cognitive development of children with Down Syndrome and ensure high-quality and effective teaching.