Propuesta de talleres para la detección e intervención temprana de estudiantes con trastorno del Espectro Autista según la Ley n°21.545.
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Date
2025
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Universidad de Concepción
Abstract
El presente trabajo de titulación aborda la Modalidad 3 con submodalidad B, la cual propone realizar una investigación teórica metodológica de tipo compilativo argumentativo que aborde una temática relacionada con la praxis educativa, en este caso, corresponde al diseño de una propuesta de talleres para la detección e intervención temprana de estudiantes con Trastorno del Espectro Autista (TEA) según los lineamientos de la Ley N°21.545/2023, la cual pretende fortalecer las competencias de los equipos educativos promoviendo prácticas pedagógicas inclusivas que garanticen el derecho a la educación oportuna y de calidad. Se ha utilizado un enfoque teórico-practico para su abordaje, desarrollando aspectos claves como aspectos referenciales, aspectos normativos y legales, modelos y enfoques de intervención, detección y derivación en el contexto escolar, diseño metodológico y claves para la correcta implementación de los talleres. Además, esta propuesta busca emplear estrategias de enseñanza basadas en un enfoque de aprendizaje experiencial, permitiendo a todos los participantes aplicar oportunamente los conocimientos y herramientas adquiridas en contextos reales. A través de una metodología activa y reflexiva, se espera que los participantes comprendan las implicancias del diagnóstico en el proceso educativo y adquieran herramientas para diseñar o aplicar estrategias inclusivas en el aula. En conclusión, esta experiencia formativa busca el fortalecimiento profesional continuo en contextos diversos, promoviendo una mirada comprensiva y empática hacia los estudiantes con TEA y sus familias, contribuyendo así a una educación de calidad y con justicia social.
The present graduation thesis will address Modality 3, Submodality B, which proposes to carry out a theoretical-methodological research of a compilative-argumentative type that deals with a topic related to educational praxis. In this case, it corresponds to the design of a proposal for workshops aimed at the early detection and intervention of students with Autism Spectrum Disorder (ASD) according to the guidelines of Law No. 21.545/2023, which seeks to strengthen the competencies of educational teams by promoting inclusive pedagogical practices that guarantee the right to timely and quality education. A theoretical-practical approach has been used, developing key aspects such as the referential framework, normative and legal framework, intervention models and approaches, detection and referral in the school context, methodological design, and key elements for the correct implementation of the workshops. Furthermore, this proposal aims to employ teaching strategies based on an experiential learning approach, allowing all participants to apply the acquired knowledge and tools promptly in real contexts. Through an active and reflective methodology, it is expected that participants will understand the implications of the diagnosis in the educational process and acquire tools to design or apply inclusive strategies in the classroom. In conclusion, this formative experience seeks to promote continuous professional development in diverse contexts, fostering a comprehensive and empathetic view towards students with ASD and their families, thus contributing to quality education and social justice.
The present graduation thesis will address Modality 3, Submodality B, which proposes to carry out a theoretical-methodological research of a compilative-argumentative type that deals with a topic related to educational praxis. In this case, it corresponds to the design of a proposal for workshops aimed at the early detection and intervention of students with Autism Spectrum Disorder (ASD) according to the guidelines of Law No. 21.545/2023, which seeks to strengthen the competencies of educational teams by promoting inclusive pedagogical practices that guarantee the right to timely and quality education. A theoretical-practical approach has been used, developing key aspects such as the referential framework, normative and legal framework, intervention models and approaches, detection and referral in the school context, methodological design, and key elements for the correct implementation of the workshops. Furthermore, this proposal aims to employ teaching strategies based on an experiential learning approach, allowing all participants to apply the acquired knowledge and tools promptly in real contexts. Through an active and reflective methodology, it is expected that participants will understand the implications of the diagnosis in the educational process and acquire tools to design or apply inclusive strategies in the classroom. In conclusion, this formative experience seeks to promote continuous professional development in diverse contexts, fostering a comprehensive and empathetic view towards students with ASD and their families, thus contributing to quality education and social justice.
Description
Tesis presentada para optar al título de Profesor de Educación Diferencial con Mención Discapacidad Intelectual
Keywords
Educación inclusiva, Capacitación docente, Educación inclusiva, Justicia social