Programa de Intervención mediante la Relación Escuela – Familia para Desarrollar Habilidades Sociales en estudiantes con trastorno del espectro autista en la Unidad Educativa Especial Agustín Cueva Tamariz

Abstract

Social skills are part of the individual's life in their interaction in different environments, being the family and the school modelers of behaviors and social attitudes. This research arises from the problem generated in how to develop social skills in students with Autism Spectrum Disorder of the preparatory sublevel of Unidad Educativa Especial Agustín Cueva Tamariz, who, when entering schooling processes in specialized education for the first time, presents deficits in interaction and social relationships hindering their socialization skills. The development of social skills in students with an autism spectrum disorder in the high school sublevel, is proposed as a general objective of an intervention program through the family-school relationship. Taking as support for this research theoretical references in terms of social skills, autism spectrum disorder, and educational intervention. The methodology considers the postulates of the interpretive paradigm, supported by the qualitative approach and based on the case study method; through techniques for data collection such as documentary analysis, observation, and interviews. Identifying that there is a variability of responses in verbal and non-verbal, emotional and cognitive components around social skills in students with autism Spectrum Disorder that manifest at home and/or school. It's proposed to design an intervention proposal to develop social skills, through the application of directed activities in sessions that consider the importance of the ambiance and its relationship in structured systems, in which the family and school are involved, generating inclusive environments for the boy or girl with autism spectrum disorder.