Keywords
Autismo, Educación Inclusiva, comunicación, TEACCH, PEC’S., Autism, Inclusive Education, communication, TEAACH, PEC’S.
INCLUSIÓN EDUCATIVA: EL AUTISMO EN LAS AULAS
Abstract
La presencia de niños con autismo en las aulas de infantil es ya, hoy en día, y desde mucho tiempo atrás, una realidad con la cual se convive y para la que hay tomar diferentes decisiones pedagógicas y didácticas que promuevan la inclusión de estos alumnos, fomentando su participación en las actividades dentro de la clase, en el centro e impulsando su desarrollo en las diferentes áreas que establece el currículo para esta etapa educativa. En este trabajo se recogen ciertos aspectos teóricos sobre el autismo, trastorno un tanto desconocido en origen, aunque bien descrito en cuanto a los diferentes déficits que desencadena. Se destacará la importancia de la comunicación y del desarrollo del lenguaje para una mayor autonomía tanto en el ámbito escolar como en la vida personal del niño. Esta es una de las áreas más afectadas en los niños con autismo y es necesario trabajarla pues es trasversal a todas las áreas curriculares. De algún modo, gracias a la comunicación funcional y al buen uso del lenguaje, las personas son capaces de relacionarse con su entorno y con los demás, expresando sus necesidades y entendiendo lo que el contexto les exige en cada situación. Además, el desarrollo del lenguaje está muy ligado a desarrollo del pensamiento, a la capacidad simbólica y al aprendizaje (Sainz Martínez, Alicia (coord.), 2012). Desde este enfoque comunicativo, se presentará el programa PEC’S, un tipo de Sistema Alternativo y Aumentativo de Comunicación, comúnmente conocido por el uso de pictogramas, para promover el desarrollo del lenguaje o la mejora del mismo. Se expondrá el método TEACCH, que también incluye, aparte del uso de pictogramas, toda una serie de pautas para tomar decisiones organizativas y didácticas en las aulas. Tanto PEC´S como TEACCH, se implantan en las aulas especiales para niños con autismo de los centros ordinarios o de los colegios especiales, pero, tras la observación y recogida de datos sobre dos casos durante el periodo de prácticas de la autora de este trabajo, varias de las estrategias que ofrecen estos métodos pueden ser llevadas al aula de referencia. Gracias a los datos recogidos y a partir del análisis de los mismos en cuanto a carencias y fortalezas de estos métodos ya usados en las aulas ordinarias, se finaliza el presente trabajo con una propuesta de intervención con el fin de aportar ideas a la organización y a la práctica educativa.
The children's presence with autism inthe classrooms of infantile is already, nowadays, and from a lot of timebehind, a reality with which one livestogether and for which it is to takedifferent pedagogic and didacticdecisions that promote the inclusion ofthese pupils, encouraging itsparticipation in the activities inside theclass, in the center and impelling itsdevelopment in the different areas thatestablishes the curriculum for thiseducational stage. In this work certain theoretical aspectsare gathered on the autism, disordersomewhat not known in origin, although good described as for thedifferent deficits that it unleashes. Onewill emphasize the importance of thecommunication and of the languagedevelopment for a major autonomyboth in the school ambience and in thepersonal life of the child. This is one ofthe areas most affected in the childrenwith autism and it is necessary her towork since it is trasversal to all theareas curriculares. Somehow, thanks tothe functional communication and thegood use of the language, the personsare capable of being related to itsenvironment and to the others, expressing its needs and understandingwhat the context they demands inevery situation. Also, the languagedevelopment is much tied todevelopment of the thought, to thesymbolic capacity and to learning (SainzMartínez, Alice (coord). , 2012). From this communicative approach, there will appear the program PEC'S, atype of Alternative and AugmentativeSystem of Communication, commonlyknown by the use of pictographs, topromote the language development orthe progress of the same one. There will be exhibited the methodTEACCH, which also includes, apartfrom the use of pictographs, the wholeseries of rules to take organizationaland didactic decisions in the classrooms. There will be exhibited the method TEACCH, which also includes, apart from the use of pictographs, the whole series of rules to take organizational and didactic decisions in the classrooms. Both PEC'S and TEACCH, are implanted in the special classrooms for children with autism of the ordinary centers or of the special schools, but, after the observation and data capture on two cases during the period of practices of the authoress of this work, several of the strategies that offer these methods can be taken to the reference classroom. Thanks to the quiet information and from the analysis of the same ones as for lacks and fortitude of these methods already used in the ordinary classrooms, the present work finishes with an intervention proposal in order to bring ideas to the organization and to the educational practice.
The children's presence with autism inthe classrooms of infantile is already, nowadays, and from a lot of timebehind, a reality with which one livestogether and for which it is to takedifferent pedagogic and didacticdecisions that promote the inclusion ofthese pupils, encouraging itsparticipation in the activities inside theclass, in the center and impelling itsdevelopment in the different areas thatestablishes the curriculum for thiseducational stage. In this work certain theoretical aspectsare gathered on the autism, disordersomewhat not known in origin, although good described as for thedifferent deficits that it unleashes. Onewill emphasize the importance of thecommunication and of the languagedevelopment for a major autonomyboth in the school ambience and in thepersonal life of the child. This is one ofthe areas most affected in the childrenwith autism and it is necessary her towork since it is trasversal to all theareas curriculares. Somehow, thanks tothe functional communication and thegood use of the language, the personsare capable of being related to itsenvironment and to the others, expressing its needs and understandingwhat the context they demands inevery situation. Also, the languagedevelopment is much tied todevelopment of the thought, to thesymbolic capacity and to learning (SainzMartínez, Alice (coord). , 2012). From this communicative approach, there will appear the program PEC'S, atype of Alternative and AugmentativeSystem of Communication, commonlyknown by the use of pictographs, topromote the language development orthe progress of the same one. There will be exhibited the methodTEACCH, which also includes, apartfrom the use of pictographs, the wholeseries of rules to take organizationaland didactic decisions in the classrooms. There will be exhibited the method TEACCH, which also includes, apart from the use of pictographs, the whole series of rules to take organizational and didactic decisions in the classrooms. Both PEC'S and TEACCH, are implanted in the special classrooms for children with autism of the ordinary centers or of the special schools, but, after the observation and data capture on two cases during the period of practices of the authoress of this work, several of the strategies that offer these methods can be taken to the reference classroom. Thanks to the quiet information and from the analysis of the same ones as for lacks and fortitude of these methods already used in the ordinary classrooms, the present work finishes with an intervention proposal in order to bring ideas to the organization and to the educational practice.
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