Empathy. Nuevas tecnologías aplicadas a los procesos cognitivos y de interacción en niños con Trastorno del Espectro Autista.

Abstract

El siguiente estudio de caso responde al interés académico sobre el Trastorno del Espectro Autista (TEA) desde sus investigaciones asociadas, sus metodologías aplicadas y las posibilidades de seguimiento en la experiencia pedagógica. En primer lugar, se presenta la consolidación de los estudios previos a partir de su aplicabilidad metodológica y su relación con el trabajo pedagógico de la población diagnosticada con TEA. De esta forma, es posible especificar el desarrollo general de una didáctica creativa que permite explorar diversos procedimientos asociados a las nuevas tecnologías para explorar su potencial desde la interdisciplinariedad.

This case study follows the progress, behaviors and skills development of a preschool student diagnosed with autism spectrum disorder (ASD) at Buckingham School. As this is the first case of inclusion in the 38 years of operation of the institution, a conceptual orientation that analyzes previous experiences in this field is required; therefore, a primary conceptual review of the research consulted on ASD is carried out. Here we present the rigor, consolidation, and establishment of methodological and pedagogical referents with the studied population to later point out, in a general way, both the use and the creative development of this didactic. Subsequently, a closer exploration of the procedures applied to the New Technologies is made from the interdisciplinary work carried out in the school, thus promoting the participation of all members of the educational community (teachers, students, and parents) from the accompaniment of the learning process with its inherent advances and difficulties.