El docente como orientador en la planificación y ejecución de programas alternativos destinados a la integración laboral de personas con discapacidad intelectual.

Abstract

Education as social and multidisciplinary process goes hand in hand with human beings stimulating the development of skills, abilities and proficiency. This is how this process significantly impact on the development of the subject in society, because the human being is conceived as an entity capable of transforming the environment in which he lives. Thus, teachers in the modality of Special Education is obliged to understand teaching as an interactive process set both the interests and needs of the individual, and to the continuous changes that are generated internally in the educational institutions; these conceived as dynamic entities that are contextualized in social, cultural, political, psychological paradigms, among other factors. Hence, the teacher, as a human being rooted in their professional and social commitment, is able to increase his role in the educational process from planning, development and joint implementation of alternative programs for the proper professional integration of young people and adults with intellectual disabilities, favoring mediation between education and the right to work. To that end, this article deals with the explanation of the elements to be considered in the processes of teaching and learning, to facilitate subsequent insertion of adults and youth with greater cognitive integrity to occupational environments.