Estrategia didáctica para estimular la atención sostenida en un niño con TEA del cuarto año de EGB de la Unidad Educativa Especializada “Manuela Espejo”

Abstract

The following work aims to propose a didactic strategy for the stimulation of sustained attention of a student with ASD in the fourth year of EGB in the Specialized Educational Unit "Manuela Espejo", in the city of Azogues, province of Cañar. The theoretical foundations are supported based on authors such as: García (2013), Gutiérrez et al. (2018), Martos-Pérez (2008), Picardo et al (2014), Portellano and García (2014), Ruggieri (2006), and Servera and Llabrés (2004) who contributed valuable ideas to understand the stimulation of sustained attention in children with ASD. The research assumes a qualitative approach, using the case study method. For the collection of information, instruments such as the field diary, observation guide, semi-structured interviews and analysis of official documents were used. Triangulation was used for the analysis of the information. The main result was that sustained attention is characterized by focusing concentration for a prolonged period of time on an activity that is being learned, allowing it to be processed, understood and memorized, and that the didactic strategy allows the construction of techniques and methods that support the achievement of the desired learning, as well as to respond to the needs of the student. Based on these results, a didactic strategy was designed, which by means of creative activities gives the student the possibility to engage their attention for a prolonged period of time, so that in this way they develop a good processing and retention of information, supporting a good acquisition of knowledge.