DESEMPEÑO DOCENTE FRENTE A LA INCLUSIÓN DE NIÑOS CON TRASTORNOS DEL ESPECTRO AUTISTA DE 4 A 5 AÑOS.

Abstract

Autism spectrum disorder (ASD) is a global issue with an increasing recognition over the years due to its frequency in classrooms, despite this, only general aspects are known, and these are not enough to create inclusive classrooms. of quality, since there are doubts to face the learning process of children with autism, which influences the development of these minors. In this way, the present research has as a general objective to determine the incidence of teacher performance in the inclusion of children from four to five years old with autism spectrum disorders, defining the level of knowledge of teachers about the characteristics of the development and learning of children with ASD, as well as the barriers and limitations that teachers may have in the classroom and identifying the resources and strategies they apply. The type of research was developed under a mixed approach; from the quantitative approach, the empirical-analytical paradigm is identified with the non-experimental methodology and from the qualitative approach, the socio-critical paradigm, with the participatory action research methodology. The selected sample consisted of 6 children diagnosed with autism spectrum disorder, 7 teachers and 6 parents of the Initial II and 1st levels of Basic General Education; from the La Moderna Bilingual Educational Unit located in La Puntilla, Samborondón. The survey, observation form and an interview were applied as research instruments. It was concluded that there is a teaching performance that positively affects the learning and inclusion of children with autism, because despite the difficulties that teachers may experience due to the low resources provided, they seek to create an environment of inclusion for all.