Training of Ecuadorian teachers in Autism and Asperger
Abstract
This paper intends to relate the training experience involved in the implementation of a sensitization module for the attention of students with Generalized Developmental Disorder (Autism and Asperger) aimed at teachers of elementary and elementary basic education, of an Educative Institute in Santo Domingo de los Tsáchilas (Ecuador). In the module they are raised as main themes: conceptualization, diagnosis, characteristics and strategies to work with Austism and Asperger´ students diagnosed with Autism and Asperger. A qualitative investigation is carried out in which quantitative techniques were used for data analysis, with a non-experimental design; Surveys were applied to 15 teachers of elementary and basic education, in two moments (pretest and posttest) in relation to implement an Attending to Diversity without exclusion module with the aim of fostering an inclusive culture in the center since the recognition of this Disorder. Among the main results we can mention: the need for up-to-date teacher training on strategies and methodologies of attention to these students, and the absence of an inclusive culture that recognizes the values they contribute to society as a result of an apparent school attendance culture; In the same way, among the essential conclusions to mention: difficulties were identified and also differentiate many disorders, and in the recognition of the contributions that these people can make to society and its peer group, colliding in a predominant care vision ethnocentric, incompatible with an inclusive educational culture.
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