Procesos de atención pedagógica de estudiantes con trastorno del espectro autista (tea): una revisión sistemática
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Date
Subject
Autism
Pedagogical Intervention
Technology
Early attention
Social stories
Autismo
Intervención Pedagógica
Tecnología
Atención temprana
Historias sociales
Pedagogical Intervention
Technology
Early attention
Social stories
Autismo
Intervención Pedagógica
Tecnología
Atención temprana
Historias sociales
Language:
Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
Este trabajo busca identificar los procesos de intervención pedagógica aplicados en la básica primaria con niños y niñas diagnosticados con Trastorno del Espectro Autista (TEA) reportados entre los años 2015 y 2022. El TEA ha aumentado notablemente en las últimas décadas, requiriendo de un análisis concienzudo y actualizado. Se rastrearon las bases de datos Scopus, WOS, SciElo, Redalyc y Dialnet. Este estudio se desarrolla con una metodología de revisión documental, que implica un proceso sistemático de búsqueda, selección, análisis y síntesis de la información disponible en diversas fuentes bibliográficas.
Los hallazgos señalan que la realización de procesos de intervención pedagógica presenta resultados positivos en diversas áreas, es posible que los resultados de las intervenciones no dependan de la metodología utilizada, sino de la formación del profesional, la intervención de la familia y las condiciones particulares de los sujetos, haciendo que estas situaciones presenten variaciones significativas en virtud del contexto en el que se desarrollan las intervenciones. Se concluye que este tipo de mediaciones pedagógicas son útiles para el establecimiento de procesos de atención dentro de diversos entornos escolares y que la capacitación de los diversos actores involucrados en el proceso, resulta de vital importancia para la consecución de resultados positivos.
This work seeks to identify the pedagogical intervention processes applied in primary school with children diagnosed with autism spectrum disorder (ASD) reported between 2015 and 2022. ASD has increased significantly in recent decades, requiring an analysis conscientious and up-to-date. Scopus, WOS, SciElo, Redalyc and Dialnet databases were searched. This study is developed with a documentary review approach, which involves a systematic process of search, selection, analysis and synthesis of the information available in various bibliographic sources. The findings indicate that carrying out pedagogical intervention processes presents positive results in various areas; however, it is possible that the results of the interventions do not depend on the methodology used, but on the training of the professional, the intervention of the family and the particular conditions of the subjects, causing these situations to present significant variations due to the context in which the interventions are developed. It is concluded that this type of pedagogical mediations is useful for establishing care processes within various school environments and that the training of the various actors involved in the process is of vital importance for achieving positive results.
This work seeks to identify the pedagogical intervention processes applied in primary school with children diagnosed with autism spectrum disorder (ASD) reported between 2015 and 2022. ASD has increased significantly in recent decades, requiring an analysis conscientious and up-to-date. Scopus, WOS, SciElo, Redalyc and Dialnet databases were searched. This study is developed with a documentary review approach, which involves a systematic process of search, selection, analysis and synthesis of the information available in various bibliographic sources. The findings indicate that carrying out pedagogical intervention processes presents positive results in various areas; however, it is possible that the results of the interventions do not depend on the methodology used, but on the training of the professional, the intervention of the family and the particular conditions of the subjects, causing these situations to present significant variations due to the context in which the interventions are developed. It is concluded that this type of pedagogical mediations is useful for establishing care processes within various school environments and that the training of the various actors involved in the process is of vital importance for achieving positive results.
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Type
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
Source
Science and Education; Vol. 7 No. 3 (2023): Science and Education; 63-76
Ciencia y Educación; Vol. 7 Núm. 3 (2023): Ciencia y Educación; 63-76
2613-8808
2613-8794
10.22206/cyed.2023.v7i3
Ciencia y Educación; Vol. 7 Núm. 3 (2023): Ciencia y Educación; 63-76
2613-8808
2613-8794
10.22206/cyed.2023.v7i3