Pedagogical factors and strategies for teaching in inclusive education for children with Down Syndrome

Alanya-Beltran J.; Piiroja-Conti F. · Prisma Social (2026) · DOI: 10.65598/rps.5990

Resumen

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.

Instituciones: Universidad San Ignacio de Loyola