Teaching strategies for cases of Inclusion of Autism Spectrum Disorder

Abstract

The present research work was carried out with the purpose of identifying and knowing the didactic strategies, to contribute to the educational inclusion of people who suffer from ASD. He is associated with the research line “Pedagogy of Care” and the subline Educational needs and educational inclusion of the Santa Elena Peninsula State University Graduate Institute. The investigation was framed in the qualitative approach, immersed in the interpretive paradigm. The type of research was documentary and the interpretation was carried out through the analysis and discussion of the collected data. The criteria used were based on: inclusion, ASD, pedagogical strategies and legal foundation. The technique of triangulation of sources allowed the following categories to emerge: Importance of pedagogical strategies for the inclusion of children with ASD, Limitations regarding the educational inclusion of children with ASD, Teacher actions regarding the inclusion of infants with ASD, Legal Faces for ASD Support. According to the results obtained, it was concluded that there are a series of evident aspects, linked to the laws and articles, teaching strategies, teacher training and updating, the support of parents and representatives, among others, that must be considered and applied. to make the educational inclusion of people with ASD in regular classrooms a reality. That is to say, it is essential to put these aforementioned topics into practice in order to achieve an increase in the number of subjects with ASD in the educational field.