Pedagogical factors and strategies for teaching in inclusive education for children with Down Syndrome
DOI:
https://doi.org/10.65598/rps.5990Keywords:
Inclusive education, Teaching strategies, Teacher training, Early childhood, Down SyndromeAbstract
This study addresses inclusive education in early childhood, focusing on the pedagogical factors and teaching experiences that influence the education of children with Down syndrome (DS), which involves cognitive and linguistic challenges that require flexible, multisensory, and affective methodologies. The overall objective was to interpret the pedagogical factors and teaching experiences that affect the inclusive education of children with DS in early childhood education. A qualitative hermeneutic approach was applied, using semi-structured interviews with teachers and psychologists from early childhood education institutions who work with children with DS. The results revealed five key categories: teaching experience, professional training, institutional conditions, pedagogical strategies, and professional learning. The participants highlighted the importance of multisensory learning, peer collaboration, and empathy as pillars of inclusion. In the discussion, it was found that inclusion transforms teacher identity by promoting a reflective and ethical pedagogy of care, although training and structural gaps persist. It was concluded that inclusive education requires the convergence of teacher training, institutional support, and human commitment, consolidating a pedagogical practice centered on diversity and recognition of the other.
Downloads
References
Alrabiah, A., y Almalky, H. (2025). Teachers’ intention towards inclusive education in Saudi Arabia: a path model. Educational Psychology, 45(9), 1032–1049. https://doi.org/10.1080/01443410.2025.2545285
Badillo, V. (2022). La comunicación aumentativa y alternativa: Lectoescritura e inclusión en niños con síndrome de Down. Publicaciones, 4(1). https://revistas.unimagdalena.edu.co/index.php/entretextos/article/view/5339
Batioja, K., Camacho, Y., y Yánez, J. (2024). Materials adapted for cognitive development for children with Down Syndrome. Boletín científico ideas y voces, 4(E2), 101–125. https://doi.org/10.60100/bciv.v4iE2.135
Bills, K., y Mills, B. (2020). Teachers' perceptions towards inclusive education programs for children with Down syndrome. Jorsen, 20(4). https://doi.org/10.1111/1471-3802.12494
Carbone, A., Castaldi, M., y Szpunar, G. (2023). The Relationship between Teachers and Pupils with Down Syndrome: A Qualitative Study in Primary Schools. Behavioral Sciences, 13(3), 1-16. https://doi.org/10.3390/bs13030274
Centeno-Leyva, S., y Domínguez, S. (2020). Replicability in psychological research: a reflection. Interacciones, 6(3). https://doi.org/10.24016/2020.v6n3.172
Cubukcu, C., Kaan, M., y Ozerdem, Y. (2020). Mobile game development for children with down syndrome. International Journal of Interactive Mobile Technologies (IJIM), 14(20), 174-183. https://doi.org/10.3991/ijim.v14i20.16573
Er-rida, S., Zaidouni, A., Mafhoum, M., Oubibi, M., Alami, M., y Alaoui, A. (2024). Inclusive education: Exploring parental aspirations for children with down syndrome in regular schools. The Open Psychology Journal, 17(1), 1-10. http://dx.doi.org/10.2174/0118743501311174240906104333
Fields, D., Fox, L., y Asbury, K. (2025). ‘Step into her World’: Including the Voices of Learning-Disabled Children and Young People in Research. International Journal of Qualitative Methods, 24, 1-16. https://doi.org/10.1177/16094069251333599
García, J. (2020). El constructivismo en la educación y el aporte de la teoría sociocultural de Vygotsky para comprender la construcción del conocimiento en el ser humano. Dilemas Contemporáneos, 7(2), 1-21. https://doi.org/10.46377/dilemas.v32i1.2033
Genovesi, E., Gaches, A., McKenzie, J., Hanlon, C., y Hoekstra, R. (2024). Inclusive strategies for Children with developmental disabilities in mainstream classrooms in African countries: A systematic review of stakeholder experiences, attitudes, and perspectives. Review of Educational Research, 95(6), 1183-1212. https://doi.org/10.3102/00346543241288247
González, A., de Juanas, A., y Magro, M. (2022). Educación inclusiva: un modelo sostenible para la sociedad del Siglo XXI. Revista Prisma Social, (37), 2-6. https://revistaprismasocial.es/article/view/4774
González, M., Armijos, D., y Ríos, C. (2023). Adaptaciones Curriculares para la Atención en las Necesidades Educativas Especiales de las Niñas y Niños con Discapacidad Intelectual, Física, Auditiva y Visual. Ciencia Latina Revista Científica Multidisciplinar, 7(1), 14235-14250. https://doi.org/10.37811/cl_rcm.v7i2.5845
Guzmán, V., Nuñez, A., y Puentes, B. (2022). El desarrollo del pensamiento creativo en niños de 5 a 7 años con síndrome de Down en la vereda de Emaús (Palestina-Huila). RETOS XXI, 6(1), 1-21. https://doi.org/10.30827/retosxxi.v6i1.24275
Hernández, O. (2021). Aproximación a los distintos tipos de muestreo no probabilístico que existen. Revista Cubana de Medicina General Integral, 37(3). https://acortar.link/F9Wk7r
Homoud, A. (2023). The challenges of implementing individualised education plans with children with Down syndrome at mainstream schools in Riyadh, Saudi Arabia: Teachers’ perspectives. International Journal of Disability, Development and Education, 70(3), 291-313. https://doi.org/10.1080/1034912X.2020.1870666
Hüfner, S., Weirauch, K., List, F., Menthe, J., y Abels, S. (2025). Context-based science education to promote diversity equity inclusion a systematic literature review on the understanding of context in science education. Studies in Science Education. 1-42. https://doi.org/10.1080/03057267.2025.2563946
Lin, C. (2021). Rethinking Pedagogical Relation: Origins, Meanings and Challenges. Bulletin of Educational Research, 67(4), 1-37. https://doi.org/10.53106/102887082021126704001
Maldonado, I., Vizcaíno, P., Ramón, S., Astudillo, N., y Allaica, E. (2025). Métodos mixtos: integración de datos cuantitativos y cualitativos. Sinergia Académica, 8(6), 1039-1061. https://doi.org/10.51736/sa751
Ministerio de Educación del Perú. (2022). Programa de Intervención Temprana – PRITE. https://www.minedu.gob.pe/educacionbasicaespecial/
Moreno, P., y Sisalima, I. (2023). Estrategias de enseñanza-aprendizaje en destrezas para matemáticas y lenguaje en estudiantes con síndrome de Down. Mamakuna: Revista de divulgación de experiencias pedagógicas, (21), 66-81. https://dialnet.unirioja.es/servlet/articulo?codigo=9416150
Navas-Alarcón, E., Ciaizachana, A., y López, I. (2023). Gamification in the process of cognitive stimulation in children with Down syndrome. Journal of Information Systems Engineering y Management, 8(2), 21265. https://doi.org/10.55267/iadt.07.13228
Obando, R., Sánchez, M., y Chico, X. (2023). Tratamiento Alternativo en el Aprendizaje de Matemáticas con Entornos Digitales Basados en Realidad Aumentada para Niños con Síndrome de Down. Ciencia Latina Revista Científica Multidisciplinar, 7(4), 7129-7145. https://ciencialatina.org/index.php/cienciala/article/view/7467
Ortiz, T., y Reynosa, E. (2021). Inclusión educativa de niños con síndrome Down en educación inicial regular, Perú. Revista Cubana de Medicina General Integral, 37(2). https://pesquisa.bvsalud.org/portal/resource/fr/biblio-1352014
Pin-Burgos, E., y Villaprado-Loor, J. (2023). Estrategia didáctica en el proceso de enseñanza aprendizaje para los niños con Síndrome de Down. MQRInvestigar, 7(4), 2472-2492. https://doi.org/10.56048/MQR20225.7.4.2023.2472-2492
Putri, S., Zahra, F., Laili, F., Tsurayya, H., y Sholichah, I. (2025). Digital Assesment Development of Emotioal Regulation Measurement Tools in Children with Down Syndrome. Jurnal Psikologi Teori Dan Terapan, 16(1), 10–17. https://doi.org/10.26740/jptt.v16n01.p10-17
Quintana, L., y Hermida, J. (2020). La hermenéutica como método de interpretación de textos en la investigación psicoanalítica. Perspectivas en psicología, 16(2), 73-88. https://doi.org/10.2139/ssrn.3593031
Ramírez, C., Sarmiento, M., Quezada, M., y Orellana, J. (2020). Síndrome de down por mosaico, reporte de caso ecuador. Revista Científica Ciencia Médica, 23(2), 267-270. http://www.scielo.org.bo/pdf/rccm/v23n2/v23n2_a20.pdf
Rangel-Baca, A. (2023). Intervención para el desarrollo de habilidades sociales en un niño con síndrome de Down. Revista Eduscientia. Divulgación de la ciencia educativa, 6(11), 6-24. http://www.eduscientia.com/index.php/journal/article/view/223
Rodrigo, M., Galán, D., Mampaso, J., y Rivera, E. (2022). Diseño universal para el aprendizaje en procesos de investigación participativos e inclusivos. Revista Prisma Social, (37), 7–35. https://revistaprismasocial.es/article/view/4563
Rodríguez, P., y Gascón., A. (2021). Del “Diseño universal del aprendizaje” al “diseño universal de la enseñanza formativa”: críticas y propuestas desde la pedagogía y la didáctica1. Boletâin Redipe, 10(2), 38–51. https://doi.org/10.36260/rbr.v10i2.1193
Rojas-Salgado, M. (2023). Camino hacia la educación inclusiva en el Perú: estado de la cuestión. Revista Peruana De investigación e innovación Educativa, 3(1). https://doi.org/10.15381/rpiiedu.v3i1.23683
Sevilla, F., y Vidal, P. (2025). Funciones ejecutivas y síndrome de Down: compartiendo experiencias. Revista Síndrome de Down, 42(165), 55-71. https://dialnet.unirioja.es/servlet/articulo?codigo=10215515
Shernoff, E., Lekwa, A., Delmarre, A., Gabbard, J., Stokes-Tyler, D., Lisetti, C., y Frazier, S. (2022). Bridging simulation technology with positive behavioral supports to promote student engagement and behavior. Journal of School Psychology, 95, 121-138. https://doi.org/10.1016/j.jsp.2022.10.002
Singh, N., Benmamoun, M., Meyr, E., y Arikan, R. (2021). Verifying rigor: analyzing qualitative research in international marketing. International Marketing Review, 38(6), 1289–1307. https://doi.org/10.1108/IMR-03-2020-0040
Tejero, M. (2021). Técnicas de investigación cualitativa en los ámbitos sanitario y sociosanitario. Editorial Universidad de Castilla-La Mancha. https://ruidera.uclm.es/handle/10578/28525
UNICEF y CEPAL, U. (2022). La encrucijada de la educación en América Latina y el Caribe: Informe regional de monitoreo ODS4-Educación 2030. Perfiles Educativos, 44(178), 182–199. https://doi.org/10.22201/iisue.24486167e.2022.178.61123
Uslu, R., y Bağlama, B. (2020). Evaluation of Studies on Positive Behavior Support Interventions. Propósitos y representaciones, 8(3). http://dx.doi.org/10.20511/pyr2020.v8n3.581
Young, K., y Clerke , T. (2024). Inclusión de estudiantes con discapacidad en la investigación cualitativa en educación: una revisión exploratoria. International Journal of Qualitative Methods , 23, 1-14. https://doi.org/10.1177/16094069241244869
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Authors retain copyright and transfer to the journal the right of first publication and publishing rights
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those authors who publish in this journal accept the following terms:
-
Authors retain copyright.
-
Authors transfer to the journal the right of first publication. The journal also owns the publishing rights.
-
All published contents are governed by an Attribution-NoDerivatives 4.0 International License.
Access the informative version and legal text of the license. By virtue of this, third parties are allowed to use what is published as long as they mention the authorship of the work and the first publication in this journal. If you transform the material, you may not distribute the modified work. -
Authors may make other independent and additional contractual arrangements for non-exclusive distribution of the version of the article published in this journal (e.g., inclusion in an institutional repository or publication in a book) as long as they clearly indicate that the work was first published in this journal.
- Authors are allowed and recommended to publish their work on the Internet (for example on institutional and personal websites), following the publication of, and referencing the journal, as this could lead to constructive exchanges and a more extensive and quick circulation of published works (see The Effect of Open Access).
