Didactic strategy adapted for students with autism spectrum disorder: case, technical high school of the Aurora Estrada de Ramírez High School. Didactic strategy adapted for students with autism spectrum disorder: case, technical high school of the Aurora Estrada de Ramírez High School.

Abstract

The objective of this study was to design an adapted teaching strategy to support the learning of a student with autism spectrum disorder (ASD) in the context of technical high school at the Aurora Estrada de Ramírez Educational Unit. A mixed-method, descriptive, case study-based research approach was developed. Data were collected using classroom observation sheets, teacher surveys, family interviews, and documentary analysis of microcurricular plans, allowing for methodological triangulation that identified significant barriers in attention, comprehension, communication, and social interaction. The results revealed severe difficulties in the student's social interaction and functional communication, as well as a limited incorporation of curricular adaptations into institutional planning. In response, a structured teaching strategy was designed in phases of awareness, implementation, and evaluation, integrating subject-adapted activities, the use of visual aids, multisensory methodologies, and differentiated assessments. The proposal's validation by specialists yielded outstanding acceptance rates for relevance (95%), applicability (92%), and relevance (97%). The designed strategy represents a practical contribution that strengthens inclusive practices in technical training, promoting access, active participation, and the achievement of functional learning for students with ASD, in line with the principles of accessibility, equity, and educational quality