Acogida inicial de alumnos y alumnas con Trastorno del Espectro Autista.
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Fecha
2017-05-23
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Jaén: Universidad de Jaén
Resumen
Este Trabajo Fin de Grado surge como respuesta a la incertidumbre de no saber cómo actuar en una clase con niños y niñas con Trastorno del Espectro Autista (TEA) en su primer año de escolaridad en Educación Infantil. Inicialmente, encontramos un marco teórico donde se da la definición del mismo y se hace un recorrido evolutivo del término, para luego centrarnos en sus características y en el diagnóstico precoz. Además, como futuras docentes, debemos, al menos, conocer las estrategias de intervención más favorables para los discentes con TEA, por lo que se dedica un apartado para dicho también. Por último, encontramos una propuesta de intervención, con un conjunto de actividades orientadas para que puedan participar todo el alumnado, pero a la vez adaptadas a un aula con un alumno o alumna con Trastorno del Espectro Autista.
his End of Grade Work arises as a response to the uncertainty of not knowing how to act in a classroom with children with Autism Spectrum Disorder (ASD) in their first year of schooling in Early Childhood Education. lnitially, we find a theoretical framework where the definition of the same is given and an evolutionary path of the term is made, to then focus on its characteristics and early diagnosis. In addition, as future teachers, we must at least know the most favorable intervention strategies for students with ASD, so a section is dedicated to that too. Finally, we find a proposal far intervention, with a set of activities oriented so that all students can participate, but at the same time adapted to a classroom with a student with Autism Spectrum Disorder.
his End of Grade Work arises as a response to the uncertainty of not knowing how to act in a classroom with children with Autism Spectrum Disorder (ASD) in their first year of schooling in Early Childhood Education. lnitially, we find a theoretical framework where the definition of the same is given and an evolutionary path of the term is made, to then focus on its characteristics and early diagnosis. In addition, as future teachers, we must at least know the most favorable intervention strategies for students with ASD, so a section is dedicated to that too. Finally, we find a proposal far intervention, with a set of activities oriented so that all students can participate, but at the same time adapted to a classroom with a student with Autism Spectrum Disorder.