Teaching Strategies to Enhance the Teaching-Learning Process for Children with Autism Spectrum Disorder
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The teaching-learning process for children with autism spectrum disorder requires structured and context-specific strategies. The objective was to propose pedagogical interventions to strengthen this process at the “América” Educational Unit. An applied, descriptive-propositional study was conducted using a mixed-methods, sequential-explanatory approach. Fifteen teachers and 11 students with ASD participated as unidentifiable units of pedagogical observation. A Likert scale survey, structured observation, semi-structured interviews, and ABC records were used. The assessment revealed strengths in clear instructions, immediate feedback, and positive reinforcement, with 66.67% reporting “always.” The main limitations were structured work and peer interaction, both at 46.67% for “never,” as well as the need for training, at 53.33% for “always.” The escape or avoidance function predominated, at 40%. Triangulation allowed for the design of eight strategies. Three specialists issued 28 “very adequate” and 8 “adequate” evaluations. Partial implementation confirmed initial operational feasibility, though not efficacy
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