Sistematización de experiencias: Analizar el comportamiento y el desarrollo psicosocial de niños con trastorno del espectro autista entre los 4 a 6 años en la escuela Domingo Savio durante el periodo de noviembre 2023 a marzo del 2024

Abstract

The present systematization of experience is intended to explore and understand crucial aspects in the behavior and psychosocial development of children with autism spectrum disorder (ASD) in the specific school environment of the Domingo Savio School over a period of five months. Autism spectrum disorder is a neurobiological disorder that affects a person's development in important aspects such as communication, social interaction, and behavior. Although there is numerous research on ASD, this study focuses on a specific group of children in the 4- to 6-year-old stage, a critical phase for child development. The main objective of the research is to analyze the behavior of children with ASD and their psychosocial development in the school context, addressing key aspects such as interaction with peers, adaptation to the educational environment and possible educational interventions that could improve their school experience. The study will also focus on evaluating the effectiveness of the educational interventions implemented at the Domingo Savio School during the research period. This will provide valuable insights into inclusive educational practices and offer recommendations and an activity guide to improve the well-being and academic experience of these children. The methodology that will be used in this systematization of experience is qualitative; this study has a sample of three children with ASD, their ages are 4 to 6 years old. Classroom observations will provide direct insight into their daily interactions, while interviews with teachers and parents will offer valuable insights into behavior inside and outside of the school environment. We can conclude that the interviews with the tutors and teachers provided a complete vision of the experiences and perceptions of the selected students. The training needs and additional resources varied, but all the teachers showed a willingness to learn and improve their support for students with ASD.