DISABILITY AND TECHNOLOGIES: A PROPOSAL

Abstract

Technologies currently constitute a work tool that has unlimited possibilities for its use in the teaching – learning process at different educational levels. In Special Education it allows the corrective - compensatory work of students with special educational needs. However, limitations are observed in the use of technologies to achieve this purpose in the educational practice in the case of students with intellectual disabilities. The objective of the research is the elaboration of computerized learning activities for the correction and/or compensation of cognitive processes of students with intellectual disabilities. An observational, descriptive, cross-sectional study was carried out, the sample consisted of  students with intellectual disabilities from the Manuel Prada Contreras Special School in the municipality of Santiago de Cuba, in the province of the same name. Ten computerized learning activities that favored the correction and/or compensation of cognitive processes in the teaching-learning process were elaborated and provided a theoretical reference of the use of technologies in educational institutions for these students. The research is relevant because its results argue the pertinence of the use of computerized activities in students with intellectual disabilities as a corrective-compensatory activity in the teaching-learning process, which infl uences psychic development and makes it possible for it to be developmental. It is concluded that the use of technologies in Special Education favors the stimulation of cognitive processes of students with intellectual disabilities and constitutes a work tool that dynamizes the teaching-learning process.