Caracterización De las Estrategias Pedagógicas Implementadas Por los Docentes Para la Atención De Estudiantes Con Trastorno Del Espectro Autista De Un Colegio De la Ciudad De Tumaco

Abstract

Within the framework of inclusive education and given the increase in diagnoses of autism spectrum disorder (ASD) in regular classrooms, this research aimed to characterize the pedagogical strategies implemented by elementary school teachers at the Naval School of Tumaco for the support of students with ASD. The focus was on teachers' knowledge, the criteria guiding their decisions, and the institutional conditions related to their implementation. A qualitative study was conducted, using an interpretive paradigm, with a descriptive scope and an instrumental case study design. Participants included elementary school teachers and members of the administrative team who had or had not had contact with children diagnosed with ASD at the school. Data was collected through semi-structured interviews, a checklist, and document review, and analyzed using content analysis. The results indicate that knowledge about ASD is primarily constructed from professional experience and contact with students. The study found that some teachers demonstrated a greater mastery of inclusive strategies while others required specialized training and resources. They identified strategies for making teaching more flexible, including visual aids, adapting activities, organizing routines, and differentiated assessment. In the studied context, these pedagogical strategies exhibit varying levels of adoption and are related to professional knowledge, reflection on practice, and available institutional resources. Institutional support through the Individualized Education Plan (IEP) and the commitment of school leadership are particularly noteworthy.