Intellectual disability: inclusive methodologies for students

Abstract

This article aims to carry out a bibliographical reflection on the inclusive methodologies used in the teaching-learning process of students with intellectual disabilities. The methodological matrix of the research is of a qualitative nature with an applied purpose with a bibliographic and document review method. As a result of the research, it can be seen that inclusive schools need to improve the methodologies used in the teaching-learning process of students with intellectual disabilities in order to promote meaningful learning.