Método para potenciar el proceso de lectoescritura en niños con Espectro Autista comprendidos entre las edades de 6 a 8 años en un Centro de educación Integral, ubicada en la ciudad de Guayaquil-Ecuador

Abstract

The present research aims to describe methods for improving the literacy process in children with Autism Spectrum Disorder aged 6 to 8 years in an integrated education center in Guayaquil, Ecuador. Through a literature review, essential aspects of the didactic methodology for teaching literacy to students with Autism Spectrum Disorder were determined. Additionally, curricular adaptations were identified, and the literacy level in these children was evaluated through educational tests. Using a qualitative approach, descriptive data were collected and patterns in the literacy process in a real-world context were identified. Literacy difficulties were characterized, and the methods used by the teachers in the center were described. The study included interviews with 5 teachers and observations of 10 students struggling with literacy. The conclusions indicate that the TEACCH Method is most suitable for these students, as it involves the family, offers a clear structure, and adapts to individual needs. Additionally, it was identified that most students are at the initial level of literacy. Teachers have implemented various curricular adaptations to address these difficulties.