Development of Writing Processes in Students with Intellectual Disabilities through Teacher Training

Abstract

Introduction: The research aims to enhance writing in students with intellectual disabilities through a teacher training program. Based on references of didactics, inclusive education and the Didactext model, it follows a qualitative and critical approach. The results show that it is possible to develop inclusive projects that encourage the participation of all students, strengthening writing through narrative texts and the exploration of emotions.

Objective: Strengthen the development of writing skills in students with intellectual disabilities through a teacher training program.

Methods: From a qualitative approach, the research follows a systematic and rigorous process that allows reflection on educational practices in their historical and social dimension. It is part of the critical paradigm (Jiménez and Serón, 1992) and is based on the Didactext model, which highlights the importance of cognitive components and their relationship with culture, context, the individual and the didactic approach in the production of texts. Results: The findings show that it is possible to develop inclusive projects in which all students participate according to their abilities, favoring the strengthening of writing through the proposal of narrative texts and the exploration of emotions.

Conclusions: The study shows that teacher training is key to improving writing in students with intellectual disabilities. In addition, it highlights the importance of didactic approaches that integrate culture and the context of learning. Finally, it is concluded that inclusion and creativity in the teaching of writing favor active participation and the development of communicative skills in all students.