PROCESO DE ACOMPAÑAMIENTO CONDUCTUAL Y PSICOPEDAGÓGICO DEL TUTOR SOMBRA A NIÑOS/AS CON TRASTORNO DEL ESPECTRO AUTISTA
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2020-06
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
Resumen
La presente sistematización de experiencia tiene como objetivo conocer el acompañamiento conductual y psicopedagógico del tutor sombra a niños/as con trastorno del espectro autista para fortalecer el proceso de atención, corresponde a un estudio con enfoque cualitativo de alcance descriptivo, fundamentado en el método sociocrítico, fueron aplicados como instrumentos de investigación una entrevista semiestructurada y fichas de observación, teniendo como fuentes de información a seis tutoras sombras que ejercían acompañamiento terapéutico en el Centro Educativo Infantil “Honey”. De esta manera se obtuvieron resultados relevantes en relación con distintas aristas. Desde el punto terapéutico se identificó una incongruencia epistemológica, por lo que se determinó un eclecticismo en relación a los enfoques y técnicas en los que sustentan su trabajo las tutoras sombras, por otra parte, el Centro Educativo Infantil “Honey” no dispone de un perfil profesional mínimo para la contratación de tutor sombra. Las maestras regulares no presentan capacitaciones correspondientes a las Necesidades Educativas Especiales, además existe poca supervisión in situ por parte de las escuelas formadoras a sus respectivas tutoras sombras, las cuales realizan acompañamiento conductual, más no psicopedagógico
This systematization of experience has as objective to know the accompanying behavioral and psychoeducational guardian shadow for children with autism spectrum disorder to strengthen the process of care corresponds to a study with qualitative approach of scope descriptive, based on the method sociocritical, was applied as research instruments a semi-structured interview and observation cards, taking as sources of information to six tutors shadows who were accompanying therapeutic Educational Center for Children “Honey”. In this way we obtained relevant results in relation to different edges. From the point therapeutic has been identified an inconsistency epistemological, by which it was determined eclecticism in relation to the approaches and techniques that underpin their work the tutors shadows, on the other hand the early Childhood Education Center “Honey” does not have a professional profile minimum for the recruitment of tutor shadows, in addition, the teachers regular not have training relevant to the Special Educational Needs, in addition there is little in situ monitoring on the part of schools forming their respective tutors shadows, which are engaged in accompaniment with behavioral, not educational psychology
This systematization of experience has as objective to know the accompanying behavioral and psychoeducational guardian shadow for children with autism spectrum disorder to strengthen the process of care corresponds to a study with qualitative approach of scope descriptive, based on the method sociocritical, was applied as research instruments a semi-structured interview and observation cards, taking as sources of information to six tutors shadows who were accompanying therapeutic Educational Center for Children “Honey”. In this way we obtained relevant results in relation to different edges. From the point therapeutic has been identified an inconsistency epistemological, by which it was determined eclecticism in relation to the approaches and techniques that underpin their work the tutors shadows, on the other hand the early Childhood Education Center “Honey” does not have a professional profile minimum for the recruitment of tutor shadows, in addition, the teachers regular not have training relevant to the Special Educational Needs, in addition there is little in situ monitoring on the part of schools forming their respective tutors shadows, which are engaged in accompaniment with behavioral, not educational psychology
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Palabras clave
Tutor sombra, Trastorno del Espectro Autista, TEA