Protocolo Integral, una Estrategia para la Implementación de la Pedagogía Inclusiva en Dos Centros de Desarrollo Infantil para Niñas y Niños con Trastorno del Espectro Autista TEA

Abstract

This research project seeks to strengthen inclusive pedagogy in two Centros de Desarrollo Infantil in Manizales, considering adaptation to local needs, promoting the participation and learning of children with autism spectrum disorder. The research adopts a qualitative approach that made it possible to collect and analyze information based on reality, just as things happen in their natural setting, using a socio-critical paradigm that facilitates active self-reflection among participants, promoting perspectives on transformation and the pursuit of equality. The study population consisted of 20 educators 10 technicians and 10 early childhood education graduates, who were selected through purposive sampling. Data were gathered through semi-structured interviews and analyzed using thematic analysis. Findings reveal the pedagogical barriers faced by educational agents in their daily practice, including the absence of specialized personnel, insufficient instructional materials, limited professional training, and inadequate inter-institutional support for serving children with autism spectrum disorder. The proposed protocol supports and complements the general guidelines of the Instituto Colombiano de Bienestar Familiar (ICBF) through concrete operational actions, including comprehensive care guidelines, adaptation of existing frameworks, organization of structured routines, and pedagogical orientations from which practices promoting participation, self-regulation, and genuine inclusion are drawn. It constitutes a practical, context-sensitive, and pedagogically grounded tool designed to deepen intervention in the Centros de Desarrollo Infantil serving children with autism spectrum disorder, in alignment with the Sistema Nacional de Bienestar Familiar.