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Sinergias Educativas

https://doi.org/10.37954/se.v6i3.185

July - September Vol. 6 - 3 - 2021

http://sinergiaseducativas.mx/index.php/revista/

eISSN: 2661-6661

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Page 78 - 89

Received: June 14, 2020

Approved: January 27, 2021

Families in the Learning of Students

with Cognitive Disabilities

Las familias en el aprendizaje de los alumnos con

discapacidades cognitivas

Martha Liliana Leal Pulido

Laura Estefany Acosta Guzmán

Ingrid Yuranny García Rondón

Angie Yanileth Soscue Herrán

Abstract

The interactions of people with disabilities are developed from a character

of coexistence represented through dynamics of social affinity, where

individuals who do not show this condition are preferentially placed, being

the family nucleus the fundamental basis in the quality of life and in their

human development, therefore, this article aims to determine the influence

that families have on the learning of students with cognitive disabilities of

the Educational Institution Liceo Moderno Semillas de Alegría 2018-2019,

for which, a population sample of 8 students of the Institution under study

was taken, being of qualitative character, descriptive type, through a

questionnaire type instrument addressed to parents and teachers, finding as

results that in 87% of the cases the commitment of the parents was low,

and that the determinant for the academic success of the student was more

linked to the actions of the guidance teacher.

* Doctoranda en investigación y docencia Maestría en

Derechos Humanos, Gestión de la Transición y el

Posconflicto, Tolima, Colombia,

Mleal84@itfip.edu.co, https://orcid.org/0000-0001-

8061-1933

* Estudiantes trabajo social, Instituto Tolimense de

Formacion Tecnica Profesional, Tolima, Colombia,

lacosta61@itfip.edu.co, https://orcid.org/0000-0001-

5471-5341

* Estudiantes trabajo social, Instituto Tolimense de

Formacion Tecnica Profesional, Tolima, Colombia,

igarcia96@itfip.edu.co, https://orcid.org/0000-0002-

8777-9402

* Estudiantes trabajo social, Instituto Tolimense de

Formacion Tecnica Profesional, Tolima, Colombia,

asoscue48@itfip.edu.co, https://orcid.org/0000-0003-

4663-7659

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Keywords: Families, Learning, students, cognitive disabilities, cognitive

disabilities

Resumen

Las interacciones de los personas con alguna discapacidad se

desarrollan desde un carácter de convivencia representado a través

de dinámicas de afinidad social, donde se sitúa de manera preferente

a los individuos que no muestran esta condición, siendo el núcleo

familiar la base fundamental en la calidad de vida y en su desarrollo

humano, por tanto, el presente artículo tiene por objeto determinar la

influencia que tienen las familias en el aprendizaje de los estudiantes

con discapacidad cognitiva de la Institución Educativa Liceo

Moderno Semillas de Alegría 2018-2019, para lo cual, se tomó una

muestra poblacional de 8 estudiantes de la Institución objeto de

estudio, siendo de carácter cualitativo, de tipo descriptivo, a través

de un instrumento tipo cuestionario direccionado a padres de familia

y docentes, encontrando como resultados que en el 87% de los casos

el compromiso de los padres fue bajo, y que el determinante para

el éxito académico del educando estuvo más ligado a las acciones

del docente orientador.

Palabras clave: Familias, Aprendizaje, estudiantes, discapacidad

cognitiva

Introduction

In Colombia, inclusive education is based on the accessibility that

people with disabilities have to educational environments, which is

intended to close inequality gaps and generate levels of equity with

conditions of equality within the difference, therefore, it is relevant

to note the influence that parents and support networks have in this

process since according to (Ortega et al., 2007)

The complexity is given from the experiences that parents refer to

when they express that they have to face a series of difficulties for

which they are not prepared during the course of their children's

growth, hence the great importance of having instances that support

them in the dissolution of specific situations regarding the way in

which they should provide accompaniment (p.120).

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Now, In the world there coexist approximately one billion people

with disabilities, and in Colombia 2,624,898 representing 6.3% of

the total population, this sector is among the most marginalized

minorities in the world and are the ones with the worst health

outcomes and highest poverty rates Pulido & Herrera , (2018),

people with this condition, as family members and caregivers face

daily physical, social and cultural barriers, preventing them from

their free development.

Since the Statutory Law 1618 of 2013 in Colombia, persons with

disabilities must be guaranteed their rights, which must be expressed

in the programs and plans with a participation from equality and

equity, therefore, children and adolescents must have the tools and

pedagogical processes necessary to access inclusive education, as

well as their caregivers and family members must also have this

service.

In Tolima, the Progresa Foundation serves 1561 people with

intellectual disabilities, and locally the Educational Institution Liceo

Moderno Semillas de Alegría provides spaces for the training of

teachers and parents given to the implementation of strategies that

allow an adequate treatment and teaching to this type of population,

but it was found by the research team formed by the students Laura

Estefany Acosta Guzmán, Ingrid Yuranny García Rondón, Angie

Yanileth Soscue Herrán that in this institution 5% of the students

have cognitive disabilities, being constant lack of interest of parents

in the processes developed by their children in this condition, Angie

Yanileth Soscue Herrán that in this institution 5% of the students

present cognitive disabilities, being a constant the lack of interest of

the parents in the processes that develop their children in this

condition, since they do not attend the activities that the institution

performs, such as parent schools, delivery of academic reports,

among others, which generated the following question What is the

influence that families have on the learning of students with

cognitive disabilities of the Educational Institution Liceo Moderno

Semillas de Alegría 2018-2019? therefore, the following goals are

established. In this article, it is established as a goal to determine the

influence that families have on the learning of students with

cognitive disabilities of the Educational Institution Liceo Moderno

Semillas de Alegría 2018-2019.

The family displays a vital influence on the child, since it is the one

who participates in the ethical and moral, those customs, beliefs and

especially the values from their daily interaction, "since from birth

begins to live the formative influence of the family environment"

(Sanchez, 2006, p. 34) through the interaction with their children,

parents provide experiences that can influence the growth and

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development of the child and influence, positively or negatively, in

the learning process (Berganza et al., 2017). On the other hand,

(Abreu et al., 2018) states that "parental involvement in their child's

education is important for school success, but not all children have

parents who are involved in their school"; this family influence is

particularly important when in the family a child presents some type

of disability.

From this perspective, 15 antecedents were taken up in reference to

the study in question in the last 5 years, but it was noted that two of

them were the most relevant and that they contributed greatly to the

analysis process, being these: The study by Ortiz-Colón et al., who

developed a research aimed at understanding the perception of

caregivers on risk and resilience factors in the accompaniment of

children with disabilities, was based on a qualitative methodology,

from a phenomenological design, since it focused on the experiences

of the participants and involved listening to them going to the

situation in question, and the study conducted by Ortiz-Colón et al.,

(2018) on the quality of family life of children and adolescents with

disabilities associated with congenital anomalies, attending the

clinical genetics consultation of a reference center in southwestern

Colombia. Implementing the model of family quality of life

proposed by the University of Kansas, and the Family Quality of Life

Scale adapted for Colombia. The instrument evaluated the indicators

and factors of the scale. Each factor was analyzed in terms of

importance and satisfaction assigned by the caregiver.

Now, the theoretical approaches that guided and gave meaning to the

research were around the Ecological Theory of human development

of Kerr, (2016) which addresses the psychological and social

development of the individual, from the existence of an ecological

relationship between the subject and the area of influence, where

adaptation processes are determined by the characteristics and

qualities of each being, and their relationship with the changing

properties of the social environment in which it is located, on the

other hand, the general theory of systems of (Gamboa et al., 2019)

and Kerr, (2016) to understand the approach to the different concepts

of the respondents in the research who have a differential

disciplinary vision, which established a position of understanding

and inclusion of learners with cognitive disabilities within the

educational context, which allowed them to give appreciations of the

relationship of parents with their children and their participation in

the processes developed within the institution under study,

interpreting the behavioral patterns and the processes of

internalization of knowledge and learning, finally, the theory of

social and cultural development of the participation of the different

actors and in the scenarios of the educational institution and the

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home, where a clear model to follow is evident, the imitator in this

case the father or mother within the home and the learners within the

school as referents for the students with some disability, the

inclusive and humanistic pedagogy as the central system.

Finally, the legal framework is delineated from the World

Convention on the Rights of Persons with Disabilities, which led to

the establishment of the law 18418 celebrated in 2008, the law 18437

of education in Article 8 denoting diversity and educational

inclusion, Article 18 regarding equal opportunity, Article 33 with the

modalities of formal education, Article 72 with the rights of students

in any educational center.

At the national level from the Political Constitution of Colombia in

Articles 13, 44 specifically, Law 361 of 1997 on educational

inclusion, Law 1098 of 2006 Code of Children and Adolescents,

Law 1306 of 2009 on health, education and rehabilitation for people

with disabilities, Decree 366 of 2009 in the framework of the

fundamental rights of people who present barriers to learning and

participation due to their condition of disability, at the level of El

Espinal the Agreement number 19 of December 23, 2019 "whereby

the public policy on disability of the Municipality of El Espinal

Tolima for the period 2016-2026 is approved and adopted" is

registered.

Materials and methods

Within the research that presented a qualitative character, with a non-

probabilistic population sample by convenience for a total of 8

students with cognitive disabilities of the institution under study, we

worked with a descriptive depth within a synchronous temporal

scope, in relation to the primary information taken through the semi-

structured survey technique with the questionnaire instrument,

which was applied to the parents or caregivers of the students under

study, and to the teachers of the students with cognitive disabilities,

likewise, it should be noted that secondary information was taken in

reference to records, databases provided by the Institution Liceo

Moderno Semillas de Alegria, and tertiary from empirical that

established documents in reference to the subject studied.

Results

When establishing the characterization of students with cognitive

disabilities of the Institution Liceo Moderno Semillas De Alegría, it

was evidenced that of the 390 students enrolled during the years

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2018-2019, 8 presented this condition of disability, which are in

learning processes in primary and secondary education.

Table 1 Disability classes of students enrolled in the EI under study.

Sex Age Grade Level Of Disability

Male5 years Transition Mild autism.

Male 8 years old Third Autism spectrum disorder f840,

mild deficit f700.

Male 10 yearsFifth Mild intellectual development disorder

Male 21 years oldFifth Severe intellectual developmental

disorder

Male 21 years oldFifth Moderate intellectual

developmental disorder

Male 11 years old Fifth Speech and language

development disorder.

Male 23 years old Eighth Moderate intellectual

development disorder

When taking the academic report of students with cognitive

disabilities for the years 2018-2019, to identify the accumulated

grades of each of the learners under study, a substantial drop was

evidenced between the grades of students 1 to 4 between 2018 to

2019 since the other subjects studied did not report grades for 2018.

Table 2. Comparison of Participant's Notes with Disabilities.

Semillas De Alegria Institution Students Newsletter 2018-2019

Student

Subject

Grad

Endnot

e 2018

Subject

Endnotes

2019

Grade

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Student 1

natural

sciences and

environmen

tal

education

3°

4.1

natural

sciences

and

environmen

tal

education

3.55

4°

Student 1

social

sciences:

geography,

history,

democracy,

and peace

professorshi

3°

4.2

social

sciences:

history,

geography,

political

constructio

n and peace

professorsh

3.88

4°

Student 2

natural

sciences and

environmental

education

6°

3.5

natural

sciences and

environmenta

l education

3.18

5°

Student 2

social sciences:

geography,

history,

democracy,

and peace

professorships

6°

3.5

social

sciences:

history,

geography,

political

construction

and peace

professorship

3.40

5°

Student 3

natural

sciences and

environmental

education

6°

4.0

natural

sciences

and

environme

ntal

education

3.30

7°

Student 3

social sciences:

geography,

history,

democracy,

and peace

professorships

6°

3.9

social

sciences:

history,

geography

, political

constructi

on and

3.63

7°

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peace

professors

hip

Student 3

physical

education,

recreation and

sport

6°

4.2

physical

education,

recreation

and sport

3.43

7°

Student 3

humanity:

spanish

language

6°

4.3

humanity:

spanish

language

3.13

7°

Student 3

technology and

information

technology

6°

4.4

technolog

y and

informatio

technolog

3.38

7°

Student 4

social

sciences:

geography,

history,

democracy,

and peace

professorship

5°

4.0

social

sciences:

history,

geography,

political

construction

and peace

professorshi

3.70

6°

Student 4

physical

education,

recreation

and sport

5°

4.0

physical

education,

recreation

and sport

3.68

6°

Student 4

humanity:

spanish

language

5°

3.7

humanity:

spanish

language

3.18

6°

Student 5

humanity:

spanish

language

humanity:

spanish

language

5°

3.25

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Student 5

humanities:

foreign

languages

and english

humanities:

foreign

languages

and english

5°

3.15

Student 5

technology

and

information

technology

and

information

technology

5°

3.10

Student 6

natural

sciences and

environmental

education

natural sciences

and

environmental

education

5°

3.38

Student 6

social sciences:

geography,

history,

democracy,

and peace

professorships

social sciences:

history,

geography,

political

construction and

peace

professorship

5°

3.63

Student 7

natural

sciences

and

environmen

tal

education

natural

sciences and

environment

al education

1°B

2.95

Student 7

social

sciences:

geography,

history,

democracy,

and peace

professorshi

social

sciences:

history,

geography,

political

construction

and peace

professorship

1°B

2.90

Student 7

physical

education,

recreation

and sport

physical

education,

recreation

and sport

1°B

2.83

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Student 7

arts

education

and culture

(entreprene

urship

elective)

arts

education

and culture

(entrepreneur

ship elective)

1°B

2.95

Student 7

ethical

education

and human

values

ethical

education

and human

values

1°B

2.90

Student 7

humanity:

spanish

language

humanity:

spanish

language

1°B

2.95

Student 7

humanities:

foreign

languages

and english

humanities:

foreign

languages

and english

1°B

2.78

Student 8

natural

sciences and

environmenta

l education

natural

sciences and

environment

al education

4°

3.65

Student 8

social

sciences:

geography,

history,

democracy,

and peace

professorship

social

sciences:

history,

geography,

political

construction

and peace

professorship

4°

3.25

Student 8

physical

education,

recreation

and sport

physical

education,

recreation

and sport

4°

3.43

Student 8

arts education

and culture

(entrepreneur

ship elective)

arts

education

and culture

(entrepreneur

ship elective)

4°

3.40

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Student 8

humanities:

foreign

languages

and english

humanities:

foreign

languages

and english

4°

3.28

Student 8

technology

and

information

technology

and

information

technology

4°

3.38

Teachers largely consider that the academic progress of students

in condition of disability was altered during 2019 due to the lack

of accompaniment by their parents.

Discussion

It is determined that the influence exerted by the participation of

the family in the academic development of students with

cognitive disabilities of the Liceo Moderno Semillas de Alegría

Institution is relevant and determining, since the development of

their humanity is given by the social dynamics that are conjugated

within their environment of influence, the father, the mother and

the student as their main ones to imitate, but the central and

formative axis of their being is given by the family, therefore,

teachers and families consider each other as reciprocal and

complementary entities in the formation of the students.

It is concluded that the condition of cognitive disability that is

present in the Educational Institution is given with relevance to

mild and moderate intellectual development disorder, and that the

ages of the learners registered during the years 2018 -2019 range

between 5 and 23 years.

The results in the academic records for the years 2018 -2019 show

a variation with an upward trend during 2019 in 83% of the

students, which suggested that the active and present dynamics

exercised by parents is relevant in the educational development

of students with a disability.

Finally, it is fixed, that although, the analysis given from the

perspective of the teachers of the educational Institution in

reference to the students and the participation and

accompaniment of their parents during the academic process of

the years 2018-2019 and with the registration of the academic

Bulletins, other relevant factors must be taken into account to

qualify and these are; the level of disability presented by each

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individual and the inclusive education that is present in the

institution in reference to the culture of their peers without

limitations.

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