DEVELOPING THE AUTONOMY OF STUDENTS WITH INTELLECTUAL DISABILITIES IN MULTIFUNCTIONAL ENVIRONMENTS

Abstract

This paper analyzes the development of autonomy in students with intellectual disabilities within multifunctional educational environments, focusing on pedagogical practices implemented through Specialized Educational Support services. The central issue lies in understanding how teacher interventions and the use of inclusive strategies in Resource Rooms contribute to the construction of student independence. This subject is relevant due to the growing demand for inclusive education that ensures not only school access but also active participation and student protagonism. The main objective of this study is to investigate how autonomy can be stimulated and strengthened through specific methodologies tailored to the individual needs of these students. To achieve this, a bibliographic review was conducted, based on books, scientific articles, academic journals, and institutional documents published between 2013 and 2025, retrieved from reputable academic databases. The study was grounded in qualitative analysis, aiming to highlight theoretical and practical aspects related to inclusion, pedagogical strategies, and intellectual disability. Results indicate that the development of autonomy is directly influenced by the specialized teacher’s role, the application of active methodologies, and the integration of accessible and individualized resources. It was also found that success in this process requires sensitive mediation, individualized planning, and collaborative work within the school environment. Despite theoretical progress, structural and training limitations continue to challenge the full realization of inclusive practices. The study concludes that promoting autonomy is a fundamental pillar for achieving effective educational inclusion.