Introduction:

This study develops a methodological proposal of inclusion of three children with Down syndrome in regular initial education schools, whose process was developed according to multiple intelligences.

Methods:

It was a quantitative research: pre-experimental and qualitative design. The test was applied on multiple intelligences, whose results allowed to diversify the methodological strategies and the evaluation of the learning.

Conclusions:

Children with Down syndrome develop logical, creative thinking, demonstrate a memory and a good level of socialization. Significant improvements were achieved in 58 % of the children's multiple intelligences.

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