Impact of intellectual disability on children aged 3 to 5 years

Abstract

Introduction: Intellectual disability in children aged 3 to 5 years is a topic of great importance, since this stage represents a fundamental period for the cognitive, social and emotional development of the child. Huiracocha-Tutivén (2022) highlights that inclusive education faces barriers such as ignorance, but also benefits the entire educational community by promoting empathy and respect. According to Cuesta et al. (2019), this disability is not limited to cognitive difficulties, but also affects adaptation to daily life, which requires a comprehensive approach. Objective: to analyze and identify the importance of intellectual disability in children aged 3 to 5 years, highlighting the intervention of early intervention. Methodology: The approach used in this research is bibliographic, since it is based on the review of research that examines the effect of intellectual disability and its link with elements such as cultural identity, gender equality and sustainability. Results: It is obtained that the urgency of an educational model that balances academic growth with attention to the specific needs of children with intellectual disabilities is essential. The active inclusion of key sectors, such as families and education professionals, strengthens the social and educational transformation of the country. Conclusions: In conclusion, it establishes that it is vital to consider intellectual disability not as a restriction, but as a different method of learning and interacting. Early intervention, cooperation between families and specialists, and an inclusive environment facilitate these children to achieve their full potential and join society. General Study Area: Faculty of Human and Educational Sciences. Specialized Study Area: Early Childhood Education.