Inclusion of Students with ASD in Recess
The communication and social skills difficulties that a large part of the students with ASD (Autism Spectrum Disorder) present, added to their academic difficulties, make them children with high rates of school failure, in addition to other social risk factors: exclusion social and bullying. By intr...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | México |
| Institución: | INSTITUTO TECNOLÓGICO Y DE ESTUDIOS SUPERIORES DE MONTERREY |
| Repositorio: | En-claves del pensamiento |
| Idioma: | español |
| OAI Identifier: | oai:ojs.enclavesdelpensamiento.mx:article/504 |
| Acceso en línea: | https://www.enclavesdelpensamiento.mx/index.php/enclaves/article/view/504 |
| Access Level: | acceso abierto |
| Palabra clave: | inclusion ASD play times recess times vulnerability inclusión TEA juegos recreo vulnerabilidad |
| Sumario: | The communication and social skills difficulties that a large part of the students with ASD (Autism Spectrum Disorder) present, added to their academic difficulties, make them children with high rates of school failure, in addition to other social risk factors: exclusion social and bullying. By introducing various games and supports at recess, the aim is to reverse the isolation situation that boys and girls suffer daily during their educational journey, gradually increasing their positive interaction times. Using the observational methodology, a system for recording behaviors observed during breaks is created, with the aim of recording and evaluating the behaviors of students. The results obtained have been very satisfactory, showing that the introduction of games at recess increases play times and positive interaction times in students with ASD, as well as in the rest of the students who present relationship difficulties and / or disruptive behaviors. |
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