Habilidades comunicativas como estrategia pedagógica en Niños con Síndrome de Down del IPHE-Santiago, 2025

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dc.contributor.advisorMartínez, Odilia
dc.creatorGonzalez Moreno, Milagros Militsa
dc.date.accessioned2026-04-09T16:06:20Z
dc.date.available2026-04-09T16:06:20Z
dc.date.issued2025-03-15
dc.descriptionThe research addresses communicative skills as a pedagogical strategy in children with Down syndrome at the Panamanian Institute for Special Rehabilitation (IPHE) in Santiago during the year 2025. Down syndrome is the leading cause of genetically based intellectual disability; children with this condition present particular characteristics in their communicative development, such as delays in language acquisition, articulatory difficulties, and differences between receptive and expressive language. However, they also demonstrate significant strengths in social skills, nonverbal communication, and visual learning. The general objective of this study was to analyze the perception of IPHE-Santiago teachers regarding the use of communicative skills as a pedagogical strategy for the integral development of children with Down syndrome. Methodologically, the research adopted a quantitative approach with a non-experimental, cross sectional design and a descriptive scope. The results obtained confirmed the proposed hypothesis, showing that communicative skills used as pedagogical strategies have a positive impact on students with Down syndrome at IPHE-Santiago. The findings revealed that teachers value and employ a wide range of communicative skills, prioritizing verbal communication (80%), expressive language (80%), and receptive language (70%). Likewise, nonverbal communication is considered essential by 50% of the respondents. These results confirm that communication is a key element for the integral development and meaningful learning of students with Down syndrome. Therefore, it is necessary to strengthen teacher training and improve institutional conditions to optimize these pedagogical practices.
dc.description.abstractLa investigación aborda las habilidades comunicativas como estrategia pedagógica en niños con síndrome de Down del Instituto Panameño de Habilitación Especial (IPHE) de Santiago durante el año 2025. Este constituye la principal causa de discapacidad intelectual de origen genético; los niños con esta condición presentan características particulares en su desarrollo comunicativo, tales como retraso en la adquisición del lenguaje, dificultades articulatorias y diferencias entre el lenguaje receptivo y expresivo. No obstante, también demuestran fortalezas significativas en habilidades sociales, comunicación no verbal y aprendizaje visual. El objetivo general de este estudio fue analizar la percepción de los docentes del IPHE-Santiago sobre el uso de las habilidades comunicativas como estrategia pedagógica para el desarrollo integral de los niños con síndrome de Down. Metodológicamente, la investigación adoptó un enfoque cuantitativo, con un diseño no experimental de tipo transversal y alcance descriptivo. Los resultados obtenidos permitieron confirmar la hipótesis planteada, evidenciando que las habilidades comunicativas utilizadas como estrategias pedagógicas inciden favorablemente en los estudiantes con síndrome de Down del IPHE-Santiago. Los hallazgos revelaron que los docentes valoran y emplean un conjunto amplio de habilidades comunicativas, priorizando la comunicación verbal (80%), el lenguaje expresivo (80%) y el lenguaje receptivo (70%). Asimismo, la comunicación no verbal es considerada esencial por el 50% de los encuestados. Estos resultados confirman que la comunicación es un elemento clave para el desarrollo integral y el aprendizaje significativo de los estudiantes con síndrome de Down. Por ello, se requiere fortalecer la formación docente y mejorar las condiciones institucionales que permitan optimizar estas prácticas pedagógicas.
dc.description.sponsorshipThe research addresses communicative skills as a pedagogical strategy in children with Down syndrome at the Panamanian Institute for Special Rehabilitation (IPHE) in Santiago during the year 2025. Down syndrome is the leading cause of genetically based intellectual disability; children with this condition present particular characteristics in their communicative development, such as delays in language acquisition, articulatory difficulties, and differences between receptive and expressive language. However, they also demonstrate significant strengths in social skills, nonverbal communication, and visual learning. The general objective of this study was to analyze the perception of IPHE-Santiago teachers regarding the use of communicative skills as a pedagogical strategy for the integral development of children with Down syndrome. Methodologically, the research adopted a quantitative approach with a non-experimental, cross sectional design and a descriptive scope. The results obtained confirmed the proposed hypothesis, showing that communicative skills used as pedagogical strategies have a positive impact on students with Down syndrome at IPHE-Santiago. The findings revealed that teachers value and employ a wide range of communicative skills, prioritizing verbal communication (80%), expressive language (80%), and receptive language (70%). Likewise, nonverbal communication is considered essential by 50% of the respondents. These results confirm that communication is a key element for the integral development and meaningful learning of students with Down syndrome. Therefore, it is necessary to strengthen teacher training and improve institutional conditions to optimize these pedagogical practices.
dc.formatapplication/pdf
dc.format.extent88 páginas
dc.identifier.urihttps://repositorio2.udelas.ac.pa/handle/123456789/1603
dc.languagespa
dc.publisherUniversidad Especializada de las Américas
dc.relation.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rightshttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.licensehttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subjecthabilidades comunicativas
dc.subjectestrategias pedagógicas
dc.subjectSíndrome de Down
dc.subjecteducación especial
dc.subjectdesarrollo integral
dc.subjectcommunicative skills
dc.subjectpedagogical strategies
dc.subjectDown Syndrome
dc.subjectspecial education
dc.subjectintegral development
dc.titleHabilidades comunicativas como estrategia pedagógica en Niños con Síndrome de Down del IPHE-Santiago, 2025
dc.typeThesis
dc.typeinfo:eu-repo/semantics/bachelorThesis
dc.typeinfo:eu-repo/semantics/updatedVersion
repositorio.trabajodegrado.carreraLicenciatura en Educación Especial
repositorio.trabajodegrado.facultadFacultad de Educación Especial y Pedagogía
repositorio.trabajodegrado.sedePanamá
repositorio.trabajodegrado.tipoTesis - Licenciatura

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