Guía metodológica para la preparación docente en la estimulación sensorial en niños de inicial II con trastorno del espectro autista

Abstract

The present research has the general objective design of a methodological guide for teacher training in sensory stimulation of children with an autism spectrum disorder (ASD) in childhood education at the Special School Agustin Cueva Tamariz. The assumed theoretical category is the teacher preparation for the development of sensory stimulation in children with ASD, divided into three dimensions which are: development professional in the teacher preparation, development of sensory stimulation, and children with an autism spectrum disorder. Under a qualitative approach and a single case study, an interpretative paradigm is assumed. The instruments used to collect information were: field diaries, observation guides, interviews with parents, and teacher surveys. The research was organized in two phases, the first aimed at diagnosing oh the sensory stimulation in children with ASD and the second at the design of the methodological guide. Data were qualitatively analyzed from content analysis. The main diagnostic result was that the teacher childhood education is not prepared to work with children with educational support needs, in this case, who present ASD, therefore, the methodological guide designed starts from the needs identified in the educational context, contributing to teacher preparation for sensory stimulation in children with ASD through the TEACCH methodology through cooperative work.