Recursos didácticos para mejorar la comunicación expresiva en estudiantes con TEA de segundo de básica de la U.E.E Agustín Cueva Tamariz.

Abstract

This research focuses on the development of expressive communication in students with Autism Spectrum Disorder (ASD) in the second year of basic education at the Specialized Educational Unit Agustín Cueva Tamariz. According to Izama and Vaca (2016), expressive communication aims to facilitate the understanding and expression of individual words or phrases for the purpo-se of manifesting feelings and ideas, which allows an effective transmission of information. In this sense, the objective of this research was to propose didactic resources that improve expressi-ve communication in students with ASD in the second year of elementary school in that educa-tional institution. For this purpose, an interpretative paradigm was adopted, under a qualitative approach, using action research as a method. As for data collection, participant observation and interview were used, with the support of instruments such as the field diary and the interview guide. These tools allowed an in-depth exploration of the students' expressive communication, their daily interactions and the pedagogical practices employed. Among the main findings, it was evidenced that students with ASD prefer to work individually, which limits opportunities for interaction and, consequently, does not favor the development of expressive communication. In addition, it was observed that students face significant difficulties in expressing their basic needs, such as asking permission to go to the bathroom or requesting a toy. Problems were also identified in following instructions, due to lack of comprehension, a characteristic of their condi-tion. It is important to note that, due to time constraints, the scope of this research was restricted to the validation of didactic resources by experts, without reaching a comprehensive implementa-tion in the classroom. Despite this limitation, the results obtained allow us to conclude that the use of didactic resources can facilitate and improve students' ability to ex-press thoughts, emotions and needs more effectively.