Neuroplasticity in Education and Cognitive Rehabilitation of Intellectual Disability

• Autor(a) principal: Freitas, Patricia Martins de
• Data de Publicação: 2019
• Outros Autores: Ribeiro, Denise Oliveira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/31119
• topic: Intellectual disability; Inclusive education; Neuropsychology.; Deficiencia intelectual; Educación inclusiva; Neuropsicología.; Palavras-chave; Deficiência intelectual; Educação inclusiva; Neuropsicologia.

In intellectual disability deficits in cognitive processing impose limitations on the functionality of these individuals, severely impacting social, behavioral and educational aspects. School inclusion creates the opportunity to insert children with disabilities into regular education, but the pedagogical practices used have not allowed for the development of literacy and math skills, providing only a suitable environment for socialization and recreation. In general, teacher training has gaps that are related to little or no knowledge of neuroscience contributions, tools, and strategies for curricular adaptation. The present study aims to briefly describe the functional profile of intellectual disability, demonstrating techniques that favor curricular adaptation for these children when establishing the relationship between education and neuroplasticity. Educative interventions need curriculum planning in an individualized way, directing activities to the needs of each student. The application of behavioral techniques has been quite efficient in the process of acquisition of functional and scholastic abilities, providing a series of tools that favor the development of activities of daily life and emergence of school skills such as reading, writing, and arithmetic.