Las prácticas inclusivas y su incidencia en el acompañamiento del maestro integrador con sujetos autistas en nivel inicial.

Abstract

The research thesis titled, Inclusive practices and their impact on the support of the inclusive teacher with children with autism in early childhood education, had as its general objective to analyze how inclusive practices impact the support provided by the inclusive teacher to children with autism in early childhood education, through qualitative research. This investigation was very significant because, in autism, the early stages of development are crucial in shaping education. Each child’s learning should be enriching during their educational stage, with inclusive practices that allow suitable work adapted to the individual needs of students with autism, supported by the inclusive teacher, who serves as a bridge between the child with autism and others. For this investigation, a descriptive method was used, which allowed the analysis of the study’s approaches through a literature review and a set of interview questions for integration teachers working with children with autism. This investigation concluded that the concept of autism remains relevant due to persistent challenges in communication and socialization. Furthermore, it provided a description of inclusive practices and how these are present in institutions as exclusionary practices for students. That being the case, the role of the inclusive teacher involves active listening and serving as a knowledge resource, offering this information to the teaching staff. Finally, it was possible to analyze how the support of integration teachers influences the practices implemented within schools.