Creation of Inclusive Classrooms: A Proposal for Serving Students with Intellectual Disabilities

Given the problem of serving members of the population with intellectual disabilities, this pedagogical proposal arises in response to the question of how to pertinently strengthen the inclusive education process for elementary students with intellectual disabilities at the John F. Kennedy District Educational Institution, according to the provisions of decree 1421 of August 29, 2017. This action research study takes a qualitative approach to collect information from semi-structured interviews with open questions, applied to eleven elementary school teachers and three parents of students with intellectual disabilities, which was triangulated with a referential and legal component for its analysis and results. This study was based on the sociocultural theory of Lev S. Vygotsky and the theory of multiple intelligences by Howard Gardner. The research concludes with the design of a two-part pedagogical proposal, the first part referring to legislation on inclusive education and, the second, concrete pedagogical actions in the classroom to improve the teachers' teaching processes and the students' learning processes, within the framework of Education for All, based on the incorporation of Cooperative Learning by Johnson & Johnson, in the development of thematic content in different areas.