Análise de inteligência, leitura, escrita, funções executivas e condições socioeconômicas em alunos de escolas públicas em investigação de transtorno de desenvolvimento intelectual leve

Abstract

This study mapped socioeconomic aspects and skills related to reading, writing, and executive functions in students with mild intellectual disability enrolled in Elementary School I and II in public schools of a municipality in Curimataú, Paraíba. The sample consisted of 14 children and adolescents. This study is characterized as a descriptive and exploratory research with a qualitative-quantitative, cross-sectional, and non-parametric approach. The results were obtained from the Socioeconomic and Cultural Questionnaire, the Semi-Structured Interview with guardians, and the cognitive assessment of participants, aiming to compare the outcomes of the conducted investigations. Data were analyzed using the Statistical Package for the Social Sciences (SPSS), version 30.0.0.0 (172). The results revealed performance variations according to prenatal data, socioeconomic conditions, home experience, school environment, cognitive processes (intelligence, language, and executive functions), age, and school year. It was observed that none of the participants had received a clinical diagnosis, suggesting invisibility in cases of mild Intellectual Developmental Disorder (IDD). There was notable economic fragility and social vulnerability, with a per capita income of R$ 350.00 per month. In total, 64.3% of the investigated students had not yet become literate. Among the WISC-IV indices, the greatest cognitive fragility was found in the PRI (Perceptual Reasoning Index). For children with mild IDD, writing without spelling errors becomes a greater challenge compared to word reading. It was found that children with mild IDD are capable of learning and developing; however, this depends on appropriate support and assistance. These findings reinforce the importance of adapted and contextualized educational interventions for this population, with the potential inclusion of programs that stimulate reading, writing, and executive functions while considering the socioeconomic and cognitive particularities of students from underprivileged backgrounds.