Epistemological analysis of the formation of social skills in learners with Down Syndrome

Abstract

The article presents a theoretical analysis on the epistemological foundations of the process of social skills formation in students with Down syndrome, with the objective of characterizing this process epistemically. The characterization was made through the application of the method of analysis and synthesis that, as a theoretical method, allowed the understanding of the whole in its parts and the determination of the general characteristics of the process under study as a whole. It concludes with a systematization of the theory that allows the understanding of this process of social skills formation in the pedagogical context.