The general aim of this research was to determine the incidences of Didactic Strategy based on Cognitive Modifiability to improve the learning of the Crol technique of swimming in adapted sports with children cognitive disability (S14), of the Imder in the year 2017 in the city of Tuluá. This type of population was taken into account to be part of this research, since the learning capacity of children in the S14 classification does not differ much from that of a child without cognitive deficiencies, since their results depend to a great extent on the mediator, as explained by Reuven Feuerstein's Theory of Cognitive Modifiability, the theory on which the study was based and developed. To fulfill this objective at a methodological level, the research was registered as non-experimental and descriptive. The epistemological criterion fell on the empirical method according to the descriptive and qualitative research. The sample consisted of 4 children with cognitive disabilities classified within the Coldeportes book (S14) belonging to the adapted swimming group of Imder-Tuluá, to whom they were given the service of swimming monitoring, for the purposes of the study they were I assign a coding to each one to identify or name them. Within the information, collection instruments were used: field diaries, sociodemographic survey and characterization, semi-structured interviews and evaluation sheets. Among the main results, it was found that the improvement of the children in the practice of adapted swimming-Crol technique, in the entrance to the water, the kick, the stroke, the breathing and the buoyancy was achieved by Means of a didactic strategy based on the cognitive modifiability.