Orientación para la intervención psicopedagógica para estudiantes con Trastorno del Espectro Austista.
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Date
2019
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Universidad de Concepción
Abstract
El estudio se realizó a partir de un proceso investigativo de carácter etnográfico con acceso directo al campo de estudio, en base a la investigación de Cáceres, Jara y Leal (2018) la cual logra identificar y analizar las conductas y comportamientos de estudiantes con Trastorno del Espectro Autista (TEA) frente a precursores y no precursores del aprendizaje que influyen en situaciones de estrés y confort presentados en el aula. A partir de este estudio esta investigación tiene como objetivo orientar una estrategia de aprendizaje para estudiantes con TEA de 8 y 9 años de edad que se encuentren dentro del Programa de Integración Escolar en establecimientos particulares subvencionados de la ciudad de Los Ángeles, a través de observaciones directas y participantes en un estudio longitudinal.
The study was conducted based on an research process of an ethnographic nature with direct access to the field of study, relying on the research of Cáceres, Jara and Leal (2018) which achieves to identify and analyze students' conducts and behaviors with Autistic Spectrum Disorder (ASD) facing precursors and no precursors of learning that have an effect in stressful situations and comfort present in the classroom. As a result of this study. our research aims to guide a learning strategy for students with ASD of 8 and 9 years old that belong to the School Integration Programme in private-subsidised schools in the city of Los Angeles, through direct observations and participants in a longitudinal study.
The study was conducted based on an research process of an ethnographic nature with direct access to the field of study, relying on the research of Cáceres, Jara and Leal (2018) which achieves to identify and analyze students' conducts and behaviors with Autistic Spectrum Disorder (ASD) facing precursors and no precursors of learning that have an effect in stressful situations and comfort present in the classroom. As a result of this study. our research aims to guide a learning strategy for students with ASD of 8 and 9 years old that belong to the School Integration Programme in private-subsidised schools in the city of Los Angeles, through direct observations and participants in a longitudinal study.
Description
Tesis presentada para optar al título de Profesor de Educación Diferencial con Mención en Deficiencia Mental