Necesidades de apoyo académicas y no académicas de estudiantes con trastorno del espectro autista de primer año pertenecientes a un centro de formación técnica de Los Ángeles.
Loading...
Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
La presente investigación tiene como propósito principal analizar las necesidades de apoyo académicas y no académicas de los estudiantes con Trastorno de Espectro Autista (TEA) de primer año de un Centro de Formación Técnica (CFT) de la ciudad de Los Ángeles con el fin de identificar las barreras y percepciones de las necesidades de apoyo que contribuyan a intervenciones contextualizadas y empíricas. La metodología empleada corresponde al enfoque cualitativo, con diseño fenomenológico, de alcance exploratorio y transversal. La muestra fue no probabilística e intencionada. La población incluyó a tres estudiantes con TEA y tres profesionales de Progresión Académica del CFT. Los datos se recopilaron mediante entrevistas en profundidad y cuestionarios abiertos. Los resultados revelan dificultades académicas en la organización y planificación, además de problemas sociales para interactuar con pares por lo que genera aislamiento social. También, destaca la necesidad de apoyo emocional para gestionar el estrés y ansiedad. Finalmente, se resalta la necesidad de mejorar apoyos académicos y emocional y contar con un equipo multidisciplinario que acompañe a los estudiantes con TEA en la transición a la educación superior.
The main purpose of this research is to analyze the academic and non academic support needs of first year students with Autism Spectrum Disorder (ASD) of a Technical Training Center (TTC) in the city of Los Angeles in order to identify barriers and perceptions of support needs that contribute to contextualized and empirical interventions. The methodology used corresponds to the qualitative approach, with a phenomenological design, exploratory and cross-sectional scope. The sample was non-probabilistic and intentional. The population included three students with ASD and three professionals of Academic Progression of the CFT. Data were collected through in-depth interviews and open-ended questionnaires. The results reveal academic difficulties in organization and planning, as well as social problems in interacting with peers, which leads to social isolation. It also highlights the need for emotional support to manage stress and anxiety. Finally, the need to improve academic and emotional support and to have a multidisciplinary team to accompany students with ASD in the transition to higher education is highlighted. 13 Keywords: Autism Spectrum Disorder, Technical Training Center, Support needs, Academic support, Non-academic support, Reasonable adjustments.
The main purpose of this research is to analyze the academic and non academic support needs of first year students with Autism Spectrum Disorder (ASD) of a Technical Training Center (TTC) in the city of Los Angeles in order to identify barriers and perceptions of support needs that contribute to contextualized and empirical interventions. The methodology used corresponds to the qualitative approach, with a phenomenological design, exploratory and cross-sectional scope. The sample was non-probabilistic and intentional. The population included three students with ASD and three professionals of Academic Progression of the CFT. Data were collected through in-depth interviews and open-ended questionnaires. The results reveal academic difficulties in organization and planning, as well as social problems in interacting with peers, which leads to social isolation. It also highlights the need for emotional support to manage stress and anxiety. Finally, the need to improve academic and emotional support and to have a multidisciplinary team to accompany students with ASD in the transition to higher education is highlighted. 13 Keywords: Autism Spectrum Disorder, Technical Training Center, Support needs, Academic support, Non-academic support, Reasonable adjustments.
Description
Tesis presentada para optar al título de Profesor de Educación Diferencial con Mención en Discapacidad Intelectual
Keywords
Ansiedad, Aislamiento social, Estrés, Educación superior, Planificación