La secuencia didáctica como herramienta para la enseñanza-aprendizaje en niños diagnosticados con TEA( trastorno espectro autista) en el colegio Solmerida Builes: una propuesta de inclusión.

Abstract

Exercising the role as teachers with autistic children in our classrooms is a great challenge that we are experiencing daily since we must create, investigate and implement strategies based on a series of tips or guidelines directed by foundations, specialists or relatives of students with in order to stimulate the various learning processes that students can acquire in the course of school, however; Autism is one of the most complex neurodevelopmental disorders and has been studied since the last century.

Although at present a cause or a factor associated with the development of this disorder is unknown, there are various signs or manifestations that can allow a diagnosis at an early age, facilitating familiarization with the diagnosis at home, as well as its management, control and monitoring. through routines or intervention techniques to develop and improve their abilities when working with the autistic child. There are 3 levels or degrees with which a student with ASD can be diagnosed, having consequences and manifestations that alter not only their social development

and their communicative but motor capacity, among other aspects that sometimes, depending on the level of autism, can be a limiting factor since not all activities, tools or pedagogical strategies are going to help us generate a learning process equally for the entire population of autistic, therefore it is propitious to make an early or timely referral to achieve adequate support for the student or students with this disorder.

Therefore, the purpose of this research is to analyze the inclusion process of students diagnosed with ASD at the Solmérida Builes school, taking into account the monitoring of their educational needs in order to favor their school integration, promoting the development of habits by through the guidelines and strategies designed by teachers, as well as family accompaniment, stimulating their cognitive, participatory process and trying to guarantee a comprehensive, inclusive and equitable education for all those involved in it.