Estrategias didácticas para la inclusión de estudiantes con trastorno del espectro autista (TEA) en el aula regular Teaching strategies for the inclusion of students with autism spectrum disorder (ASD) in the regular classroom
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Resumo
La inclusión educativa de estudiantes con Trastorno del Espectro Autista (TEA) en aulas regulares representa un desafío pedagógico que demanda estrategias didácticas específicas y contextualizadas. El objetivo del estudio fue analizar la incidencia de las estrategias didácticas inclusivas en la participación y el aprendizaje de estudiantes con TEA en Educación General Básica de la Unidad Educativa Nuestra Señora de Fátima, Riobamba, Ecuador. La investigación adoptó un enfoque mixto de tipo convergente paralelo, con diseño no experimental de corte transversal y alcance descriptivo-comparativo. Se emplearon métodos inductivo, analítico y comparativo para la interpretación de los datos. Los instrumentos de recolección de información fueron: entrevista semiestructurada a 12 docentes (V de Aiken = 0.89), guía de observación no participante aplicada en 8 aulas, cuestionario de estrategias didácticas inclusivas con escala Likert de 28 ítems (α = 0.87), registro de desempeño académico y participación de 15 estudiantes con TEA, y escala de participación en el aula (α = 0.82). Los resultados revelaron que el 67% de los docentes aplica estrategias tradicionales con adaptaciones mínimas, mientras que la comunicación con familias (M = 3.75) y los apoyos visuales (M = 3.42) fueron las dimensiones mejor implementadas. Los estudiantes atendidos por docentes con alta implementación de estrategias inclusivas mostraron diferencias significativas en participación activa (d = 2.12) y rendimiento académico (d = 1.56). Se concluye que la calidad del entorno pedagógico constituye el factor determinante para garantizar una educación equitativa y de calidad para estudiantes con TEA.
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