<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0257-4314</journal-id>
<journal-title><![CDATA[Revista Cubana de Educación Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Cubana Edu. Superior]]></abbrev-journal-title>
<issn>0257-4314</issn>
<publisher>
<publisher-name><![CDATA[Dirección de Publicaciones Académicas de la Universidad de La Habana (Editorial UH) ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0257-43142022000100009</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La enseñanza de la química a estudiantes con discapacidad intelectual leve y moderada: estudio de caso]]></article-title>
<article-title xml:lang="en"><![CDATA[The teaching of chemistry to students with mild and moderate intellectual disabilities: a case study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tigre Orozco]]></surname>
<given-names><![CDATA[Martha Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jara Cobos]]></surname>
<given-names><![CDATA[Victoria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Unidad Educativa Nulti  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,aff2  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>41</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0257-43142022000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0257-43142022000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0257-43142022000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La educación inclusiva para estudiantes con discapacidad intelectual (DI), representa un reto para las instituciones de educación regular, por lo que el objetivo del presente estudio es analizar las estrategias utilizadas en la enseñanza de la Química a los estudiantes con discapacidad intelectual leve y moderada. Se utiliza una metodología mixta de enfoque descriptivo y sustentado en la aplicación de fichas de observación, encuestas y entrevistas. Obteniendo como resultado, que los estudiantes con DI requieren del apoyo y orientación de docentes y padres de familia; detectando la necesidad de incorporar estrategias sustentadas en las TIC y en el juego, lo que requiere capacitación de los docentes y la disposición de recursos en las instituciones, así como adaptaciones curriculares que favorezcan la incorporación de estímulos visuales y sensoriales y la inclusión de procedimientos de evaluación adecuado para estudiantes con DI.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Inclusive education for students with intellectual disabilities (ID) represents a challenge for regular education institutions, so the objective of this study is to analyze the strategies used in the teaching of Chemistry to students with mild and moderate intellectual disabilities. A mixed methodology with a descriptive approach is used and supported by the application of observation files, surveys and interviews. Obtaining as a result, that students with ID require the support and guidance of teachers and parents; detecting the need to incorporate strategies based on ICT and games, which requires teacher training and the provision of resources in institutions, as well as curricular adaptations that favor the incorporation of visual and sensory stimuli and the inclusion of training procedures. appropriate assessment for students with ID.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[discapacidad intelectual]]></kwd>
<kwd lng="es"><![CDATA[estrategias]]></kwd>
<kwd lng="es"><![CDATA[química]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[intellectual disability]]></kwd>
<kwd lng="en"><![CDATA[strategies]]></kwd>
<kwd lng="en"><![CDATA[chemistry]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang=""><![CDATA[Factors Associated with primary School Teachers&#8217; Attitudes Towards the Inclusion of Students with Disabilities]]></article-title>
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<year>2015</year>
<volume>10</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>1-12</page-range></nlm-citation>
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