Estrategias pedagógicas para la inclusión de niños con trastorno espectro autista en el Instituto la Esperanza.

Abstract

The research was carried out with the purpose of Proposing pedagogical strategies for the inclusion of children with autism spectrum disorder in the Educational Institution La Esperanza. From the theoretical point of view, the research is supported by the authors: Ruiz (2015), Barreño (2015) and Fuentes, Bakare, Munir, Aguayo, Gaddour, & Öner (2017), among others. The study focused on qualitative approach framed in the phenomenological method. The scenario where the research was conducted was the La Esperanza Institute, Quinta Oriental headquarters of the City of Cúcuta, North of Santander, the key informants were three (3) teachers and two (2) students with autism spectrum disorder, distributed as follows one (1) teacher from the Vocational Workshop group, (1) teacher from the stimulation group, (1) teacher from the praxis group and (1) student from the stimulation group, (1) student from the praxis group. For the collection of information, an interview of (13) thirteen items was applied, and a field diary as instruments, the data collected were coded, allowing analysis and discussion by categories, sub categories and attributes, it was submitted to the content validity through the judgment of three (3) experts. The results allowed us to validate the situation of inclusion in the institution under study, in terms of problem-based, collaborative, sphincter control, projects, games, theater, dramatization, school trips, recreational, school, social, recreational activities. family, physical, cultural and cognitive. In conclusion, teachers handle a single type of school inclusion, a great lack in the institution, the lack of adequate treatment for this disorder and this combined with the lack of professionals specialized in it, it was also evident that there is little presence of competences of the investigated subjects.As a result, the situation of inclusion in the institution under study is validated, in terms of problem-based, collaborative, sphincter control, projects, games, theater, dramatization, school trips, recreational activities, school, social, family, physical, cultural and cognitive.