El arte como estrategia para mejorar la comunicación en estudiantes con Trastorno del Espectro Autista

Abstract

The present disciplinary intervention proposal was developed with the intention of improving communication in five primary school students diagnosed with autism spectrum disorder (ASD) from the City of Eben Ezer Educational Institution, headquarters of Refugio Infantil, Jaime Garzón and Hernando Cárdenas. Using pedagogical strategies to strengthen language through art. The activities were planned to be carried out under the qualitative method to know important factors which served as a starting point. In addition, the interview was used to know in a real and direct way the traits, strengths, and weaknesses of these students, which allowed the orientation for the elaboration of strategies aimed at improving communication through art. It should be noted that the research used was action research, which allowed us to understand the context in a real and experienced way, getting to know more closely the factors that intervene in the present problem, as well as how participant observation was used, allowing the researcher will be involved in the context, benefiting the investigative process since in this way it was possible to better understand the situation of the study population since experiences and experiences were shared, in addition to allowing monitoring during execution. Finally, the field diary instrument was used where the results were recorded and systematized, and then focused on the realization of pedagogical strategies through art to improve communication in children with ASD.