Proyecto de especificidad curricular para trastornos en el espectro autista: una experiencia en Latinoamérica
Currículo escolar en autismo
DOI:
https://doi.org/10.1344/joned.v2i2.37435Keywords:
autism, education, specificity, curriculum, training, teacherAbstract
Children with autism spectrum disorders (ASD) need explicit and declarative teaching due to their different ways of processing information. The objective of the project was to develop an individualized educational program for students with autism, to train teachers involved in teams from across a province for theoretical and practical specialization, and establish a content evaluation system for both students and specificity in the teacher training. METHODS: A curricular commission was established for the development of the teaching program, a weekly theoretical training and a monthly supervision in practical service for the teaching teams of the entire province. It was completed with a design of a report card for the students, about the contents of the specific curriculum. For teachers and technical teams, it was assessed with a final exam and surveys, about the training received. RESULTS: It was possible to apply the curricular specificity in the process of educational inclusion in the students with autism throughout a year. The teachers fully approved the training course and satisfaction surveys were obtained favorable to the learning in relation to the curricular specialization. The conceptual change in the professionals was possible, in relation to the specificity of the learning of students with ASD.
References
Simmons, E. S., Lanter, E., & Lyons, M. C. Supporting mainstream educational success. Handbook of Autism and Pervasive Developmental Disorders, 4 Edicion.2014.
Valdez, D. Educación inclusiva. En: J. Seda (comp.) Convención sobre los derechos de las personas con discapacidad. Avances, perspectivas y desafíos en la sociedad argentina. Buenos Aires: Eudeba2017
Dunst, C. J. Family centered practices: Birth through high school. Journal of Special Education 2002; 36(3), 139-147.
Baron Cohen, S. Autismo y Síndrome de Asperger, Madrid, Alianza 2012.
CIE-11 Clasificación Internacional de Enfermedades, 11 Ediciòn Versión online. https://icd.who.int/es 2021.
Rivière Á, Martos J.El tratamiento del autismo: nuevas perspectivas. Ministerio de trabajo y Asuntos Sociales, Madrid. 1997.
Fejerman, N., &Grañana, N. Neuropsicología infantil. Paidos.Buenos Aires. 2017.
Valdez, D., Martos, J., Llorente, M., &Solcoff, K. Autism in the first person. The challenges of Ángel Rivière (Autismo en primera persona. Los desafíos de Ángel Rivière). Journal for the Study of Education and Development 2020; 43(4), 808-823.
Morales Hidalgo, P., Voltas Moreso, N., & Canals Sans, J. Autism spectrum disorder prevalence and associated sociodemographic factors in the school population: EPINED study. Autism, 2021;25(7), 1999-2011.
Cuartero, S. D. Tecnologías para la enseñanza y el aprendizaje del alumnado con Trastorno del Espectro Autista: una revisión sistemática. Innoeduca. International Journal of Technology and Educational Innovation2021; 7(1), 107-121.
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., ... & Savage, M. N. Evidence-Based Practices for Children, Youth, and Young Adults with Autism. FPG Child Development Institute. NY. 2020.
Valdez, D. Ayudas para aprender. Trastornos del desarrollo y prácticasinclusivas, Paidós. Buenos Aires. 2009.
Mesibov, G. B., Shea, V., &Schopler, E. The TEACCH approach to autism spectrum disorders. Springer Science & Business Media.Chapel Hill, NC. 2005.
Sparrow, S., Cicchetti, D., Balla, D. Vineland Adaptive BehaviorScales: SecondEdition (Vineland II), Survey Interview Form/Caregiver Rating Form, NY, Pearson Assessments. 2005.
Manzone, L. A. Adaptación y validación del ModifiedChecklistforAutism in toddlers para población urbana argentina. Psicodebate 2013; 13, 79-105.
Grañana, N. Manual de intervención para trastornos del desarrollo en el espectro autista: enfoque neuropsicológico. Neuroaprendizaje Edit. Buenos Aires (en prensa). 2022.
Biggi, J. F., Arroyo, M. F., Muñoz, L. B., Aguilera, E. T., Pallarés, J. A., Carmona, M. B., ... & de la Paz, M. PGuía de buena práctica para el tratamiento de los trastornos del espectro autista. Revista de neurología, 2006:43(7), 425-438.
Verdugo Alonso, M Á. Análisis de la definición de discapacidad intelectual de la Asociación Americana sobre Retraso Mental de 2002. Siglo Cero2012; 34: 205
Maggio, V. Comunicación y lenguaje en la infancia. Paidos. Buenos Aires; 2020.
Baumgart, D., Johnson, J., &Helmstetter, E. Sistemas alternativos de comunicación para personas con discapacidad (Vol. 41). Alianza Editorial. Madrid; 1996.
Cuesta Gómez, J. L., & Manzone, L. A. Adaptación argentina de la guía de indicadores de calidad de vida para organizaciones que apoyan a personas con trastornos del espectro autista. Arch. Argent. Pediatr2018; 257-266.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Nora Granana, Pamela Salas, Lucila Vidal, Silvia Campanella, Daniel Valdez
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The authors who publish in this journal agree to the following terms:
a. Authors retain copyright and grant the journal the right of first publication
b. Texts will be published under a Creative Commons Attribution Non Commercial License that allows others to share the work, provided they include an acknowledgement of the work’s authorship, its initial publication in this journal and the terms of the license, and not for commercial use.
