Intellectual disability students' learning in higher education.

Abstract

The objective of the research is to analyze the Intellectual Disability construct, its characteristics and pedagogical strategies that teachers should use in the teaching-learning processes, according to the characteristics of the students. The approach of the study is qualitative, with non-experimental design and exploratory scope. A documentary review was carried out through the use of the Prisma methodology, which made possible the analysis of the phenomenon under study and the drawing of conclusions. The results obtained allow affirming that intellectual disability demands the mastery of knowledge, methodologies, didactic strategies and the use of Information and Communication Technologies to promote a satisfactory insertion of students in the university context. In conclusion, today's society requires highly trained teachers to serve students with intellectual disabilities, who promote good inclusion practices through innovative proposals, which allow promoting their development and comprehensive training in higher education.