Family guidance on nutritional education for learners with intellectual disabilities

Abstract

This article aims to develop an educational strategy for family guidance regarding the nutritional education of students with intellectual disabilities. The strategy seeks to foster the development of practical and communicative habits and skills to facilitate nutritional care and guidance at home, comprising phased actions supported by the framework of the food and nutritional sovereignty plan and local development at the municipal level. Methods such as observation, surveys, and interviews were employed, revealing shortcomings in nutritional attitudes and practices. The results showed transformations in the mode of action perceived in the practical application.