Fortalecimiento de Capacidades Profesionales Docentes para la Inclusión de Niños con TEA en el Nivel de Educación General Básica Media

Abstract

This research proposes a teacher training strategy for the improvement of educational inclusion processes in students with Autism Spectrum Disorder. It focuses on a system of actions that takes place through playful procedures, exemplifying the ways in which different methodologies can be applied to improve teaching practice. Through this strategy we will learn about the necessary instruments to diagnose and about the strategies that can be applied. In order to carry out this research, a methodology that responds to the interpretative paradigm and qualitative approach was applied, and relevant information was collected through various research instruments with the purpose of knowing their needs, through participant observation, in-depth interviews and a focus group to establish strategies that can be applied in their teaching work. In addition, participatory action research was used as a method, in which the training status of the middle school teachers of the Sayausí Educational Unit was characterized and where they actively participated by giving their opinions and sharing their experiences in order to design the activities proposed in the training strategy. This research can be of great help to those teachers who have students with ASD and do not know strategies or do not have the necessary means to support and guide them in their academic life. Finally, it is concluded that the training strategy meets the objective, since activities were planned that meet the needs of teachers and are adapted to the applied context, contributing to the improvement of educational inclusion processes in students with ASD.