PROPUESTA DE INTERVENCIÓN BASADA EN LAS EMOCIONES. INJERENCIA DE ALUMNADO CON TRASTORNO DEL ESPECTRO AUTISTA.
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2022-11-24
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(ES) En el ámbito de la educación infantil, es probable que se encuentre algún tipo de alumnado que
presente algún tipo de atención temprana. Por ello, en este trabajo de Fin de Grado se aborda
el tema del trastorno del Espectro Autista (TEA). La inclusión por parte de los docentes a
intervenir con un alumnado que presente este tipo de trastorno. Así pues, este TFG se
estructura en dos partes, en primer lugar una fundamentación teórica donde se explique las
características de este trastorno, así como la definición de éste, la historia y las diversas
capacidades y habilidades que presentan este tipo de alumnado y en un segundo lugar, una
parte referida a la explicación de las diversas emociones, donde se presenta una propuesta de
intervención para trabajar a través de varias actividades las distintas emociones y sentimientos
que tengan este tipo de alumnado.
(EN) In the field of early childhood education, it is likely that some type of student will be found who present some type of early attention. For this reason, this Final Degree Project addresses the issue of Autism Spectrum Disorder (ASD). The inclusion by teachers to intervene with students who present this type of disorder. Thus, this TFG is structured in two parts, first of all a theoretical foundation where the characteristics of this disorder are explained, as well as its definition, history and the various capacities and abilities that this type of student presents and in a secondly, a part referring to the explanation of the various emotions, where an intervention proposal is presented to work through various activities the different emotions and feelings that this type of student has.
(EN) In the field of early childhood education, it is likely that some type of student will be found who present some type of early attention. For this reason, this Final Degree Project addresses the issue of Autism Spectrum Disorder (ASD). The inclusion by teachers to intervene with students who present this type of disorder. Thus, this TFG is structured in two parts, first of all a theoretical foundation where the characteristics of this disorder are explained, as well as its definition, history and the various capacities and abilities that this type of student presents and in a secondly, a part referring to the explanation of the various emotions, where an intervention proposal is presented to work through various activities the different emotions and feelings that this type of student has.
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UNIVERSIDAD DE JAÉN