Didactic strategy based on Reuven Feuerstein's theory of cognitive structural modifiability to improve the attention processes of children with mental disabilities in the first grade of the Institución Educativa Distrital Antonio Baraya, Bogotá, Colo

In the city of Bogota, Colombia, educational institutions offer the possibility of inclusive education for people with disabilities, however, it has presented several challenges regarding the teaching-learning process, both for this specific population and their families and for health and education entities. The present research aims to contribute to the pedagogical process of children with mild cognitive disabilities in first grade of the Antonio Baraya school, by designing a didactic strategy to improve the attention in classroom activities of these students through the implementation of the Theory of Cognitive Structural Modifiability, by Reuven Feuerstein. This research was positively received by the teachers, firstly, because it allowed them to recognize which strategies would enable them to work with this population of students and, secondly. After all, based on the previous feedback, they were able to improve the pedagogical planning with strategies that allowed them to strengthen the academic processes of the students.