Estrategias didácticas lúdicas que favorecen la autonomía en el aula de niños con multidiscapacidad en el Instituto de Educación Especial del Norte.

Abstract

The implementation of playful strategies in didactics as a resource to contribute to learning is very common in regular education, although within the training process for people with multiple disabilities they are more significant because they tend to favor and stimulate development for the construction of their own autonomy. The main objective of this research is to analyze the influence of playful didactic strategies in the development of autonomy of children with multiple disabilities. The methodology used is of a mixed type, with an observational and descriptive design; supported by the technique the observation, the checklist and a survey with structured questions, with multiple choice answer alternatives. The survey was applied to a sample comprised of 12 teachers, 12 parents, and 3 representatives of the multidisciplinary team. The results show the importance of the use of playful strategies in students with multiple disabilities, to achieve the development of social skills with their peers and autonomous development, within their possibilities in the classroom and in daily activities. Therefore, the incorporation of didactic strategies planned in an appropriate way to the needs of each student is recommended, which allows them to acquire skills and confidence in themselves and which in turn encourages curiosity and overcoming difficulties of autonomous transfer. (within your means) within your everyday environment.