Propuesta de intervención para la accesibilidad cognitiva en un centro específico en alumnos/as TEA.
Archivos
NO SE HA AUTORIZADO la consulta de los documentos asociados
Fecha
2024-04-25
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Jaén: Universidad de Jaén
Resumen
La accesibilidad cognitiva en el ámbito educativo es un derecho fundamental con un impacto notorio en la vida
cotidiana de las personas con el Trastorno del Espectro Autista, debido a que necesitan una serie de apoyos para
entender el contexto y poder comunicarse. Otro aspecto primordial es la necesidad de estructurar el espacio y el
tiempo para mejorar la comprensión del entorno, y así favorecer su autonomía.
El presente trabajo plantea una propuesta de intervención en accesibilidad cognitiva basada en el reconocimiento de
necesidades funcionales del alumnado de un centro de educación especial. Estas necesidades serán cubiertas
mediante un sistema alternativo de comunicación (Sistema Pictográfico de Comunicación), apoyos auditivos, táctiles y
adaptaciones del entorno físico. Todos estos apoyos y criterios se llevarán a cabo bajo la normativa vigente y
ajustándose a las necesidades y características de cada estudiante. Para ello, llevaremos una metodología que se
ajusta a las personas con TEA y evaluaremos nuestra intervención con técnicas observacionales de los apoyos
utilizados.
Cognitive accessibility in the educational field is a fundamental right with a notorious impact on the daily of people with Autism Spectrum Disorder, because they need a series of supports to understand the context and be able to communicate. Another essential aspect is the need to structure space and time to improve understanding of the environment, and thus favour their autonomy. This paper presents proposal for intervention in cognitive accessibility based on the recognition of functional needs of students in a special education centre. These needs will be covered by an alternative communications system (Pictographic Communication System), auditory, tactile supports and adaptations of the physical environment. All these supports and criteria will be carried out under current regulations and adjusting to the needs and characteristics of each student. To do this, we will use a methodology that is adjusted to people with ASD and we will evaluate our intervention with observational techniques of the supports used.
Cognitive accessibility in the educational field is a fundamental right with a notorious impact on the daily of people with Autism Spectrum Disorder, because they need a series of supports to understand the context and be able to communicate. Another essential aspect is the need to structure space and time to improve understanding of the environment, and thus favour their autonomy. This paper presents proposal for intervention in cognitive accessibility based on the recognition of functional needs of students in a special education centre. These needs will be covered by an alternative communications system (Pictographic Communication System), auditory, tactile supports and adaptations of the physical environment. All these supports and criteria will be carried out under current regulations and adjusting to the needs and characteristics of each student. To do this, we will use a methodology that is adjusted to people with ASD and we will evaluate our intervention with observational techniques of the supports used.