Educational socialization in children with Down Syndrome: a path towards inclusion

Abstract

The research development starts from the theories that affirm that the birth of children with Down syndrome and the physical characteristics they possess can affect socialization. The work involves the theoretical participation of David Ausubel, who indicates how important it is to sustain and manage meaningful learning. From this perspective, it was intended to strengthen social inclusion by ensuring that children with Down syndrome obtain a positive experience in a harmonious environment with a correct interrelation, thus justifying the right to education without being rejected by educational institutions. Finally, learning barriers were established, especially social ones where the context in which they operate can improve or harm their development and interrelation. The research was based on a quantitative approach, where the population consisted of three children with Down syndrome in the ages between 3 to 5 years, the study was descriptive and the instrument used for the collection of information an observation guide, with which he determined the aptitudes they acquired at the time of socialization with their peers, as well as the work of the teachers with the minors in their charge. Consequently, the main objective of this research was to contribute from socialization with an Educational Plan that strengthened the integration of children with Down Syndrome in educational centers in a pleasant and balanced environment, with the use of an adequate methodology that consolidated participation affective with equal opportunities.