Optimización de los procesos de memoria por medio de la estimulación cognitiva en niños con discapacidad cognitiva

Abstract

Taking into account that the biomedical advances referred to in cognitive disability have had great relevance, confirming that people who present trisomy 21 have their own genotypic and phenotypic characteristics and also complex, from these advances environmental factors are evidenced as conditioning factors of an adequate or inadequate development of any individual, the research on this disability has been extended in several areas of intervention such as psychopedagogical from which contributions on cognition in people who present said chromosomal overload, are impacting on a better progressive knowledge of the potentialities and also of the limitations that disability implies. P.Arranz (2003).

Given that the functionality of children with disabilities is often progressively affected, there is an opportunity to stimulate it in order to preserve it to allow a satisfactory development that generates a better process of adaptation to the environment in which it is already in turn, allow appropriate decision making for its development at a social level that contributes to significant progress in terms of motor and cognitive functionality.

The development of the project allows the reader and professionals focused on education aimed at people with cognitive disabilities to identify and apply in a practical way the theories and contributions developed in the research; The importance of this publication also arises from the need to facilitate and guide these people, and their environment, in the most appropriate means to achieve the quality of life that their society.

In this investigation, based on the theoretical information, the memory pattern of children with cognitive disabilities is studied, analyzing the actions and details for the identification of the most affected areas as a result of the disability and thus examining whether the memory Starting from cognitive stimulation is reliable, evaluating memory, recognition and confidence in the responses to learned habits.