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Implementation of educational practices for the inclusion of students with ASD

early childhood education based on the teaching of mathematics.

Authors:

Josue Nicolás Corchuelo

Miguel Angel Garavito

Maria Fernanda Guerrero

Pedagogical and Technological University of Colombia UPTC

Faculty of educational sciences, Lic. Math

Investigative pedagogical project IV

Teacher: Ruby Lisbeth Espejo Lozano

Tunja
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Summary

The following educational proposal arises from the need to achieve the development of an

inclusive culture in educational policies focused on school inclusion regarding ASD (Autism

Spectrum Disorder) within the ordinary classroom. So, it is aimed at facilitating the installation of

these students in the classroom, through the advances that neuroscience has contributed to

education and the study of practices, strategies and methods in training and pedagogical

development, in such a way. so that all students can benefit from these interventions in the

classroom, this depending on the teaching of mathematics, due to its complexity with respect to

the topics worked on in the fifth grade (5th) of early childhood education, specifically at school

The school Saint Jerome Emiliani. Keywords: TEA, strategies, methods, inclusive culture.

The following educational proposal arises from the need to achieve the development of an

inclusive culture in educational policies focused on school inclusion with respect to ASD (Autism

Spectrum Disorder) within the ordinary classroom. Thus, it is aimed at facilitating the installation

of these speakers in the classroom, through the advances that neurosciences have contributed in

education and the study of practices, strategies and methods in the formative and pedagogical

development, in such a way so that all students can benefit from interventions in the classroom,

this depending on the teaching of mathematics, due to its complexity with respect to the topics

covered in the fifth (5th) grade of early childhood education, specifically at the school the

College San Jerónimo Emiliani. Keywords: ASD, strategies, methods, including culture.

Content

Summary………………………………………………………………………………2

Introduction…………………………………………………………………………..4
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Statement of the problem…………………………………………………………5

Justification of the problem…………………………………………………………...6

Question……………………………………………………………………………….…7

Goals………………………………………………………………………………..........8

Theoretical Support…………………………………………………………………………9

Autism spectrum disorder ASD………………………………………………….9

Diversity of autism……………………………………………………………………...10

Quality autism education………………………………………………..11

The TEACCH method…………………………………………………………..11

Inclusive education for people with ASD……………………………………...12

Methodological Design……………………………………………………………………13

Approach to the proposal…………………………………………………………13

Experiences where the TEACCH method was

applied……………………………………...13

Survey…………………………………………………………………………..15

Practices that will be carried out………………………………………………….…15

Exemplification of the proposal……………………………………………………………16

Results to expect……………………………………………………………………...19

Conclusions………………………………………………………………………………20

Bibliographic References…………………………………………………………….21

Annexes………………………………………………………………………………………
…23
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Introduction

Given the need to develop and significantly contribute practices within the framework of

inclusive culture and, in that sense in education, in turn, implement the policies and the guide

designed by the Ministry of National Education (MEN) developed in the decree 1421 of 2017 “

Educational care for people with disabilities within the framework of inclusive education” brings

with it changes in the training of the teaching group, where the needs, difficulties and qualities of

all students in the learning process must be taken into account.

Focusing on the deepening of different chronic capacities, such as; ASD (Autism Spectrum

Disorder) which has increased its prevalence in recent years, this phenomenon, together with the

changes in the country's educational policies, has chosen to carry out the integration of children,

adolescents, young people and adults with TEA in the regular classroom, where they share the

space with their peers and resources that benefit their learning. Policies aimed at education for all

based on programs and methods that satisfy the needs of the classroom, students and the process

of meaningful learning. Therefore, the teacher must address diversity from an early age through

an inclusive education proposal.

In this order of ideas, an educational proposal will be proposed to be implemented in the fifth

grade of early childhood education, at the San Jerónimo de Emiliani school, so that it adjusts to

the emotional, cognitive and technical characteristics of early-age students with ASD. , where the

specific objectives, methodological design with the study of different methods in the inclusion

and schooling process will be presented.

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Problem Statement.

In context, in the world, 1 out of 160 children have ASD, this gives us to understand that the

probability is great that in a school, the possibility is great that someone will suffer from this

disorder, which is not a disease as the Ministry of Health denotes, but rather rather, a permanent

condition resulting from a neurological disorder that affects the functioning of the brain. With

this, making us evaluate very well everything that entails when educating these children. We also

have to know that there are approximately 115,000 children who suffer from autism in Colombia

and in this specific case to which we are going to give importance we are going to see it reflected

in a student from the San Jerónimo Emiliani school in the city of Tunja, department of Boyacá,

Colombia in 2021.

It was evident that there had already been a case in which this ASD had an important value when

a student could be educated in primary and high school, having various problems during his

training because it should be emphasized that this disorder is reflected differently in each person,

so it is good to evaluate where the student who suffers from this may have weaknesses and

strengths.
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Justification of the problem

There is much that is unknown about this ASD due to the different components that are seen

when talking about it, since knowing that it will look different in the person who suffers from it is

not possible to give a 100% effective result, but it is People, whether they are teachers or not, will

be given tools to know what to do. We are going to address the study of practices, strategies and

methods in pedagogical training development which can serve to better guide students who suffer

from this and thereby achieve equity in the intellectual development of these students.

Unfortunately, due to the situation, this is going to be purely theoretical, we will not be able to

give it a real application and therefore it will not be possible to give it a practical application

which would be very valuable to be able to give a better conclusion of what you want to work on.

But this does not mean that what was done is of no use, only that it will not be possible to provide

statistics on what was done so that future generations can give a better conclusion. We will leave

this as a theoretical proposal.

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Ask

By deepening and investigating the knowledge of ASD and methods, as a theoretical basis to

develop more inclusive pedagogical practices, within the framework of this proposal approach, it

allows us to answer the following question:

Does the implementation of new learning methods in teaching practices significantly facilitate

the teaching process for students with ASD, in turn, the manifestation of a more inclusive

education within the ordinary classroom in fifth grade?

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Goals

General

Design an educational proposal that facilitates the inclusion of students with Autism Spectrum

Disorder (ASD) in the classroom for students in the fifth grade of primary school at the San

Jerónimo de Emiliani school.

Specific

• Identify and analyze the problems that give rise to educational and social exclusion
in the regular classroom of children with ASD.

• Deepen the knowledge, aspects, and educational needs of the autism spectrum.

• Choose and study proven strategies or methods for educational practice in the
classroom where inclusion and didactics are structured for enriching teaching.

• Make a diagnosis to teachers about neurodiversity, and specifically ASD.

• At the same time, analyze the degree of inclusion that the pedagogical practices of
the
teachers.
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theoretical support

autism spectrum disorder

Autism spectrum disorder (ASD) is a neurological condition that begins in childhood and lasts

throughout life. It affects the way a person interacts with others. The disorder also includes

restricted and repetitive patterns of behavior. They may have trouble talking to you and may not

be able to hold your gaze while talking, and may spend a lot of time sorting things out or

repeating a phrase over and over again.

This disorder perceives conditions that were previously considered independent, such as

autism, asperger syndrome, childhood disintegrative disorder. There are no known causes of

autism spectrum disorder, however, research suggests that genes play an important role.

Children usually present symptoms of autism in the first year. During the first year they

usually develop normally, then they go through a period of regression between 18 and 24 months

of age. Some children present symptoms such as less eye contact, lack of response when you call

their name. Autism spectrum disorders may have a unique pattern and level of severity for each

child, from low to high functioning.

Some children with autism spectrum disorder have learning difficulties, other children with

this disorder present signs of lower than normal intelligence, however, other children present the

opposite signs of normal and high intelligence, they learn quickly, but have problems

communicating. Due to the variety and combination of symptoms it is difficult to determine the

severity.

There is no cure for autism spectrum disorder, intensive treatment at an early age can generate

big changes in the lives of children who suffer from this disorder.
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A child or adult with autism spectrum disorder may have problems with social interaction and

communication skills, exhibiting some of the following signs:

• He resists hugs and caresses.

• Does not make facial contact.

• Does not speak or has late speech development.

Autism Diversity

The diversity of autism tells us that with the simple fact of having autism we already know

that we will see difficulties in communication, sociability and imagination or cognitive flexibility,

but this impairment can range from mild to severe. Well, although we do not know the starting

point, that is, of origin, we know that there are diversities in which different types or rather

different forms can be adopted, as we had already said, from mild to severe.

Next, we will give a small list of the most well-known disorders:

• Autistic disorder.

• Defiance Disorder

• Disintegrative disorder

•Generalized disorder
Quality autism education

Quality autism education handles certain concepts, orientations, pedagogical guidelines and

educational strategies in which teachers are informed about this disease and many more, which

means that our teachers can provide a better environment, a better relationship, and better

learning. a better and the most important thing that is most involved in this issue, which is

inclusion in our society.

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This issue of quality education is something very important since, as we very well know, not

all people are characterized by being good at different things, but we all have a strength in which

we excel, the same thing happens in these people, they also have it. great knowledge and can

teach, they are young students, children who are also included in the teacher-student or student-

teacher role. This all means that they have to be informed in order to generate the best education

for all people.

The TEACCH method

(Treatment and Education of Autistic Related Communication Handicapped Children) is a

System composed of several strategies used in children with ASD from an early age to achieve

the establishment of routines and the enhancement of autonomy. Its main objective is to allow

people with ASD to function in the most meaningful, productive and independent way possible,

so that they can function effectively in the community (Montalva, Quintanilla and Del Solar,

2012). It is especially effective for improving social and communication skills, reducing

maladaptive behaviors and stress, and improving quality of life (Mulas et al., 2010). Where it has

two important considerations: increasing the skills of people with ASD and adapting a more

understandable environment for people with ASD.

TORCH. From a school setting, these considerations are reduced to a methodological process

called structured teaching, which aims to collect the ways of learning, thinking and observing of

students with this need. We adapt structured teaching in the following points:

• Space structure

• Temporal structure

• Work system
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• visual structure

The method of a social story can be implemented where the child expresses through illustrations

what causes confusion or stress. (see annex IV)

Inclusive education for people with ASD

Inclusive education as a concept was coined by the Salamanca World Conference on Special

Educational Needs (UNESCO, 1994, cited in Ainscow, 2005). Where he came to a conclusion

that ordinary or public educational institutions constitute “the most effective means to combat

discriminatory attitudes (...), build an inclusive society and achieve education for all” (p.2). which

is based on the universal right to have quality education (Ainscow, 2005). Vitello and Mithaug

(1998), cited in Ainscow (2005). Then, social exclusion produced by certain attitudes and

responses to diversity, both referring to ethnic, social, religious, gender and ability differences.

So, inclusive education will be aimed at all students who belong to the same school, which

implies that all boys and girls who belong to a specific community, including people with special

educational needs. (Stainback, Stainback and Jackson, 1990; cited in Fernández, 2005).

Methodological design

An educational proposal will be proposed, designed for an ordinary classroom of the fifth year

of early childhood education, specifically the fifth year of the San Jerónimo de Emiliani school in

the city of Tunja, in which 1% of its students have special educational needs, characterized by

seek to generate principles of transformation of the environmental conditions, in order to solve

the difficulties that arise by explaining the topics that are seen during the degree, in the subject of

mathematics, promoting the active participation of the student in the classroom. Hence the

investigation of the different pedagogical practices within the classroom through processes that

involve the collection and analysis of both qualitative and quantitative data.
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Approach to the proposal

It is proposed with the intention that it can be applied throughout the entire academic year, as a

transversal characteristic based on the contents of the mathematics subject for grade 5, however,

said planning must be subject to monitoring to adapt them to the needs of each moment. Proposal

that will be carried out through the TEACHH method, where the first guideline is intended to:

study experiences associated with the use of the TEACHH method, conduct a survey of school

educators about their knowledge regarding ASD and educational practices associated with the

disorder. , which includes carrying out its methodology in the proposal that is going to be

proposed, such as the temporal and space structuring, a work system based on activities, a total

communication system that aims to nourish social relationships between students and teachers. ,

and, an exemplification of the practice of the TEACCH method in the ordinary classroom.

Experiences where the TEACCH method was applied

In Montalva et al. (2012), a TEACCH study was carried out where it was possible to show that

they encountered several difficulties in including students with ASD in the classroom, since they

continued to use the same programs or guides that are used for all disabilities without take into

account the differences that characterize them since they are aimed at prioritizing academic

objectives. On the other hand, the teachers were not trained or trained in educational intervention

with students diagnosed with ASD, making it significantly difficult to reinforce the students'

skills and in turn implicitly transgressing.

Therefore, the inclusion of these students with ASD is problematic both because of the

peculiarities that distinguish this disorder and because of the conventional tendency in which

pedagogy is handled in the formal classroom. Cáscales and Alcázar (2014) pointed out that, to

achieve the inclusion of people with ASD in the class, it is necessary to train in attention to
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diversity and personalization of teaching.

In that sense, several studies were carried out that led to the TEACCH method, precisely a

study carried out in a preschool and primary education center in a Valencian community, where a

case of progressive inclusion was carried out, due to which a series of changes within their

ordinary classrooms that compile the entire fundamental pillar of the TEACCH method, which is

structured teaching.

The inclusive experience carried out at the CEIP, through the adaptation of the TEACCH

methodology to the ordinary classroom, concludes that the use of the method significantly

reinforces in the student with ASD the development of the feeling of belonging to the group, the

increase in relaxation and decrease in disruptive behaviors and a considerable increase in

motivation for learning and participation in the classroom, in turn an increase in understanding

and attention to the task in a more autonomous way. In this sense, the educational strategies

carried out can facilitate the attention of other needs detected without implying the continuous use

of unconventional resources. (Arredondo, 2010).

The survey

Knowledge of ASD and the educational practices that associate it will be carried out with the

format of Annex I, which involves the collection of data from a quantitative field, which favors a

deep and qualitative analysis that gives greater validity to the proposal that is made. is going to

pose.

Practices that will be carried out:

The space will be restructured, it will be classified with the following objectives: a visually

favorable wall where, by means of a poster, the information that is interesting for the students will
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be placed, where its contents have, the calendar, the activities and tasks to be carried out on the

subject during the session. academic day. An assembly space, to carry out group activities, a

different place will be established where area work will be carried out, a separate area for free

play and relaxation and, if possible, in the classroom, provide a space in which the photo of each

child will be placed. and the name where they should leave their tasks or activities.

Regarding the temporal structuring, a calendar will be assigned where your functions as a

student are defined, and you can anticipate the delivery of your activities. At the same time, keep

in mind that one routine will be carried out per day regarding your school day.

The TEACCH method training system is aimed at being carried out in groups, that is, it can be

applied to all students, including the student(s) with ASD. Where students not diagnosed with

ASD also benefit from the resources used in this method.

The visual information given by the structuring of the space facilitates the orientation of

students, developing a better understanding of the space and the thematic contents. On the other

hand, during social communication, whether in the explanation of the themes, activities or

readings, the teacher must take into account the most significant terminology of his students, the

terminology that is most repeated in the explanations and the ones they use. frequently.

Exemplification of the proposal.

From the above, the practices that are directed as guidelines to teachers for their teaching work

within the structure of teaching the TEACCH method were proposed, where an example of a

schedule of activities will be given according to the mathematics class schedule to the fifth grade

students of the San Jerónimo de Emiliani school, where the sessions will be held regarding the

thematic content of spatial thinking.

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Morning routine

The teacher in charge of the group will tell the students the sequence to follow, the students

must leave their belongings at the station, they will proceed to take out their school supplies and

while classes begin, a reading will be shared with the group in the assembly corner, if the students

At some point they lose the instructions, they can consult it in the space where the posters or

billboards are showing the activities to do. Once the routine has started, the person in charge of

the day will take the attendance list, meanwhile the teacher in charge of the course will explain

the points and topics that will be seen during the day, he will do so with signed words. Finally

they will sing a song with signed words and start the class.

Dynamics of the sessions.

In the area of mathematics, the programmatic contents for fifth grade are classified into three

stages. In Annex II, you can see the map of relationships with respect to the curricular framework.

These stages are: numerical and variational thinking, metric and spatial thinking, and random

and statistical thinking. For this exemplification of the practice we go to the topic: Location in

space and trajectory traveled, in the Cartesian plane.

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Before each mathematics class session, the teacher, with the support of the board and the

bulletin board corner, will indicate what will be done and what resource they will work with,

where each student will bring from home a didactic game assigned by the teacher and will share

it. with partnes.

The first step, the teacher will explain the use of the didactic object to be used, in this case the

geoboard (annex III) with the help of the billboards will be supported to provide a visual and

linguistic effect during the explanation, from there carry out two proposed activities. for her and

will actively encourage students to share their experience.

After breaking the circle in which they shared the teaching material and its use, the student

will write in their agenda what was done during the assembly moment. In that sense, they go to

the work corner so that the teacher can explain the topic with signed words and with the support

of the billboards. They will take a prudent time according to the time of the rest session and return

to the assembly space to associate the theory with the practice of the didactic object and will give

the benefit of the doubt to the students so that they create new activities, depending on the theme

and the object. If the topic takes more than one session, for a second session it will be intended to

implement didactic games regarding the topic location in space and trajectory traveled, so that

geospatial thinking will be enhanced and to end each of the sessions a adequate time for the

relaxation space and release overloads or disturbances towards the students and the session ends.

From the above, it can be considered that the time and dedication that the teacher uses to plan

his classes and the strategies he is going to use are important, taking into account the principles of

the TEACCH teaching structure.

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Results to expect

The moment of proposing the proposal We noticed that due to issues of time and the

pandemic that affects at the moment, which is developing, we could not conclude something with

certainty given that surveys and a little field research could not be done. in which it is developed,

but if you can give an idea of what you want to achieve after developing the proposal, it is

expected:

A) Ensure that the student has a better interaction with teachers, classmates and other

people in the area.

B) Have diagnoses of teachers' mastery of the subject on this topic.

C) Ensure that the student, through this method, can generate more autonomous and

individual work, thus ensuring that they can perform in the different activities.

D) Ensure that institutions take more into account students who have these difficulties.

E)Implement and energize the students' knowledge through mechanisms in which, at

the time of teaching, the student better understands each term that is taught.

Conclusions.
By carrying out the work we observed that the implementation of training on ASD is very

necessary for communication with these people.

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Likewise, we see that the implementation of the inclusion of people with ASD is very

important to help their education and social life.

Currently, schools, schools and different identities are trained to provide better education for

people with ASD.

In relation to the above, we can conclude that people with ASD think, wish and feel only that

they manage and show their emotions in a different way to which they were taught to us.
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Bibliographic references

Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change?

Journal Educational Change, 6 (2). Recovered from

http://redes.cepindalo.es/file.php/10/ARTICULOS_INCLUSIVIDA/mel_ainscow.pdf

Alcantud F., Rico D. and Lozano L. (2012). Autism Spectrum Disorders: Guide for parents and

professionals. Valencia: University Center for Diagnosis and Care

Primerenca, University of Valencia. Arce, E. (2013). The school inclusion of students with

autism spectrum disorder: analysis of the educational response to students with ASD. ACLPP

reports, 30, 15-16. Recovered from https://dialnet.unirioja.es/servlet/articulo?codigo=4351717

Andrea Maso Sasierra (2017) Educational proposal for the inclusion of students with ASD in

Early Childhood Education. International University of La Rioja. THESAURUS CATEGORY:

1.1.9.

Educational Psychology of:

https://reunir.unir.net/bitstream/handle/123456789/5648/MASO%20SARRIERA%2C%20AND

REA.pdf?sequence=1&isAllowed=y

Arredondo (2010). TEACCH Method: Application experience in an Education classroom

Childish. Digital Artist Magazine, 3, 1017-1029. Recovered from

http://www.afapna.es/web/aristadigital/archivos_revista/2010_diciembre_88.pdf

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders

(5th ed.). Arlington, VA:. American Psychiatric Publishing

Cascales, A. and Alcaraz, S. (2014) Integration of autistic students in regular classrooms:

manual for the teaching team. In: J. Navarro, M. d. Grace, R.

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Lineros, R. and F. J. Soto (Coords.) Keys to a diverse education. Murcia: Ministry of

Education, Culture and Universities. Recovered from

http://diversidad.murciaeduca.es/publicaciones/claves/doc/acascales2.pdf

Castilla, C. (2015). Application of alternative and augmentative communication systems.

Logroño: Training Tutor.

Castilla, T. (2010). Students with autism spectrum disorders: a challenge for educational

inclusion. Areas of Psychopedagogy, 16, 22-26.

Crisol, E., Martínez, J. and El Homrani, M. (2015). Inclusive education. Didactic and

organizational conditions. National and international journal of inclusive education, 8(3), 254-

270.

Recovered from https://dialnet.unirioja.es/descarga/articulo/5446541.pdf

De Alba, C. (2015). Communication skills and promotion of adapted behaviors in people with

disabilities. Madrid: Paraninfo.

http://www.autismonavarra.com/2016/08/metodologia-de-aprendizaje-teacch/
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Annexes

Annex I.

Survey format.

IMPLEMENTATION OF EDUCATIONAL PRACTICES FOR THE INCLUSION OF

STUDENTS WITH CHILDREN'S EDUCATION TEA BASED ON TEACHING
OF MATHEMATICS.

Objective: A diagnosis is established to evaluate teachers' knowledge regarding the

ASD (autism spectrum disorder) and the educational practices associated with it.

Name:

Subject in charge:

Academic level you are training:

1 .) Do you have knowledge about ASD (Autism Spectrum Disorder)?

Yeah__ No________

2 .) If you have knowledge regarding ASD, give a brief description of its concept, if you mark

“No” describes what you consider or believe it is about.

3 .) At some point in your professional career you have had the opportunity to work with

students with special educational needs, and what type of need.

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Yeah___ No_________ Describe the student's need or condition:

4 .) Would you like at some point in your professional work to work with students with special

needs such as ASD?

Yeah___ No______

5 .) What do you think about educational inclusion?

6 .) What is your position regarding inclusive education in the country?

7 .) What pedagogical practices would you use in your teaching work for students with ASD?

8 .) Learn about educational practices that can be implemented in the classroom if there are
students with ASD.
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Annex II.

Relationship map of the fifth grade curricular Maya.

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Annex III

The geoboard; It is a structured material proposed by Gattegno and disseminated in Spain by

Puig Adam (Cascallana, 1988). It consists of a generally square board, in which nails have been

inserted at the vertices of different patterns, so that they protrude from the surface. By resting

elastic rubber rings on the nails you can build shapes.

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Annex IV.

Social history, it can be used in the use of billboards for the child to orient himself or it can be

communicated to the teacher, example:

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Source: Arasaac.

Annex V

Illustration regarding the structuring of space.

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Blue: relaxation space:

Orange: task space

Yellow: billboard space

Green: workspace

Grey: assembly space tends to have a round table.

Annex VI

Social communication: some images are shown with the most relevant and well-
known signs.
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