DIDACTIC RESOURCES TO SUPPORT CURRICULAR ADAPTATIONS OF MATH FOR PEOPLE WITH INTELLECTUAL DISABILITIES

The educational system seeks to respond to the special educational needs of students with intellectual disabilities, through curricular adaptations providing equal opportunities for all children and teenagers using didactics resources to expand their knowledge in math. This research, with a qualitative approach to emergent design, through the analysis of articles, reviews the importance of didactic material for the teaching of math in students with intellectual disabilities in the educational system and the changes that these generate both in the organization of learning as in its evaluation, proposes the application of methodologies that allow students to be protagonists of their learning through the manipulation of didactic resources to reinforce their attention, memory, and association. The need for teachers in the application of curricular adaptations to respond to the educational needs of students with intellectual disabilities is also explored. This work contributes to eliminating the myth that students with intellectual disabilities represent a problem in the classrooms, considering that human trainers, as mediators of the learning of these students, can achieve a true educational inclusion.