Linguistic and cognitive activities for students with intellectual disabilities: a methodological proposal in the school inclusion

Abstract

This article, written based on a series of bibliographical studies, has a purpose to present some possibilities to promote, in the current scenario of scholar inclusion, the linguistic and cognitive development of children with Intellectual Disability. For this, take as basic premise the vygot skian conception, according to which the language, considered here mainly in its oral form, is a higher psychological function, able to integrate and constitute other functions of the human intellect, providing thereby the emergence of complex intellectual skills. Therefore, it is very important stimulus to verbal interactions in common school, in different contexts and educational situations, in order to enable students with and without such disability the appropriation of the elaborated discourse, with the resulting symbolic domain of the word. Methodologically, such situations are thought in terms of activities that teachers can develop with children’s kindergarten and first grades of elementary school. The suggested activities are denominated by: Practice Activity, Ludic Activity, Graphic-Pictorial Activity, Virtual Activity, and Verbal Activity. In their totality, is demonstrated that they can take students with Intellectual Disability to a greater understanding of the intricate play of abstractions, generalizations and symbolizations presents in the language, allowing them, thereby, higher forms of conduct as the verbal and logical regulation of their own thinking.