Compensatory strategy directed to the stimulation of thought in school with light intellectual disability.

Abstract

In the present article, a compensatory type strategy aimed at the stimulation of thought is emphasized, with emphasis on the analysis and synthesis processes in school children with mild intellectual disability. Its essence is the diagnosis and expansion of the area of proximal development of these processes, since it becomes the fundamental premise to achieve affective-motivational and cognitive activation, considered as a condition for the achievement of social inclusion.