Metodología TEACCH como principio de enseñanza estructurada en estudiantes con Trastorno del Espectro Autista: Un estudio de revisión

Karina Alejandra Basurto-Saltos; Gloria Anabel Alcívar-Pincay

Authors

Karina Alejandra Basurto-Saltos Universidad Laica Eloy Alfaro de Manabí (ULEAM). Manta, Ecuador.
Gloria Anabel Alcívar-Pincay Universidad Laica Eloy Alfaro de Manabí (ULEAM). Manta, Ecuador.

Abstract

The educational inclusion of children with Autism Spectrum Disorder requires the application of specific methodologies that address the needs arising from the deficits and neurocognitive characteristics associated with this neurodevelopmental disorder. The TEACCH method aims to maximize the adaptation of materials and structure the environment to improve the academic and functional skills and abilities of the students who use them. Adaptations based on the principles of this methodology are reflected in the management of time, space, work system, and materials used.

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References

Howley, M. (2015). Outcomes of structured teaching for children on the autism spectrum: does the research evidence neglect the bigger picture? Journal of Research in Special Educational Needs, 15(2), 106-119.
Mesibov, G. y Howley, M. (2010). El acceso al currículo por alumnos con Trastornos del Espectro del Autismo: Uso del programa TEACCH para favorecer la inclusión.
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Sanz-Cervera, & Fernández-Andrés, Pastor-Cerezuela, Tárraga-Mínguez, M. a. I. G. R. (2018). Efectividad de las intervenciones basadas en metodología Teacch en el trastorno del espectro autista: un estudio de revisión. Papeles del Psicólogo, 39(1), 40-50. https://doi.org/10.23923/pap.psicol2018.2851