Propuesta de una Guía de Apoyo para Soporte en el Desarrollo del Pensamiento Lógico Matemático en Estudiantes con Discapacidad Intelectual Moderada o Auditiva de 6 a 12 Años Empleando el Asistente Robótico «Martha» de la Cátedra Unesco de la Ups

According to the World Health Organization, more than one billion people in the world have some type of disability and according to the National Council for Disability Equality in Ecuador there are 471,205 people with disabilities. The present work addresses the use of a robotic assistant through an interactive mobile application as an instrument that promotes the development of skills and competencies related to learning and mathematical logical thinking in boys and girls with Moderate Intellectual Disability and Hearing Impairment. The instrument was validated and accepted, which is why it has been applied for this research to 12 children between the ages of 6 and 12, 5 women and 7 men; 6 students have moderate intellectual disabilities and 6 have hearing disabilities. Likewise, the observation sheet “Child-guided evaluation guide” by Van Dijk was applied, which allows us to know the perception and reaction of children when interacting with the robotic assistant, with which positive results were obtained in 8 analyzed indicators. An exploratory criterion analysis was also carried out of experts in relation to the relevance of the robotic assistant "Martha" as a tool for working with children with moderate intellectual and hearing disabilities.