Estrategia educativas para niños con trastorno del espectro autista.
Fecha
2023
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UNIVERSIDAD DE GUAYAQUIL:Facultad De Filosofía, Letras Y Ciencias De La Educación.
Resumen
El presente trabajo investigativo se realizó con la finalidad de caracterizar las diferentes
estrategias pedagógicas que se pueden implementar para la integración y desarrollo de los niños
con Trastorno del Espectro Autista de la Escuela de Educación Básica Fiscal “Jaime A. Nebot
Velasco” de la ciudad de Guayaquil. El análisis de la problemática posibilitó identificar las
habilidades y falencias que presentan los niños con TEA, así también se pudo evidenciar las
estrategias que aplican los docentes. El diseño se enmarcó en una perspectiva mixta cuali cuantitativa, utilizando el método de análisis y síntesis, para aplicar técnicas como las
entrevistas, encuestas y fichas de observación elaborada en base al DM-V. Se logró constatar la
falta de capacitación que existe en los docentes en cuanto a las estrategias inclusivas, los
conocimientos que poseen son básicos en relación a la atención que necesitan los niños que
tienen o no un diagnóstico de TEA
This research work was carried out with the purpose of characterizing the different pedagogical strategies that can be implemented for the integration and development of children with Autism Spectrum Disorder in the Basic Fiscal Education School "Jaime A. Nebot Velasco" in the city of Guayaquil. The analysis of the problem made it possible to identify the skills and deficiencies of children with ASD, as well as the strategies applied by teachers. The design was framed in a mixed qualitative-quantitative perspective, using the method of analysis and synthesis, to apply techniques such as interviews, surveys and observation sheets prepared based on the DM-V. It was possible to confirm the lack of training that exists among teachers in terms of inclusive strategies, the knowledge they have is basic in relation to the attention needed by children with or without a diagnosis of ASD.
This research work was carried out with the purpose of characterizing the different pedagogical strategies that can be implemented for the integration and development of children with Autism Spectrum Disorder in the Basic Fiscal Education School "Jaime A. Nebot Velasco" in the city of Guayaquil. The analysis of the problem made it possible to identify the skills and deficiencies of children with ASD, as well as the strategies applied by teachers. The design was framed in a mixed qualitative-quantitative perspective, using the method of analysis and synthesis, to apply techniques such as interviews, surveys and observation sheets prepared based on the DM-V. It was possible to confirm the lack of training that exists among teachers in terms of inclusive strategies, the knowledge they have is basic in relation to the attention needed by children with or without a diagnosis of ASD.
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Palabras clave
ESTRATEGIAS, INCLUSIÓN, ENSEÑANZA, APRENDIZAJE, TEA