The role of the graduate in child pedagogy in inclusion processes El rol del pedagogo infantil en procesos de inclusión Strengthening emotional expression in children with autism spectrum disorder

Abstract

This text comes from the research conducted in the second semester of 2018 and the first of 2019, entitled "Pedagogical guidelines for the strengthening of emotional expression in children with Autism Spectrum Disorder - TEA - Guilford Campestre Gymnasium", institution of inclusive education whose mission is to provide comprehensive training fostering an emotional and social academic environment, from cognitive, physical and socio-affective development, respecting learning rhythms, training in values, recognition of individual differences and the development of autonomy; educational scenario that proposes a flexible curricular design and that allows training based on the particular conditions of the students. The objective of the study was to design pedagogical orientations that strengthen the emotional expression skills of the child population of the participating educational institution and in turn favor inclusion processes. The pedagogical orientations are understood for this research as guidelines that support the practice of the teacher in the classroom, from the profile of the Pedagogue for Children and seek to be a guide to strengthen emotional expression in children, aspect conceived as a fundamental axis of the social dimension and Affective of the human being, which ensures the integral development of childhood. In methodological terms, this study is basic qualitative and works the case study method, with techniques and instruments such as participant observation through a register, semi-structured interviews with teachers with an interview script and systematization matrices and analysis. The results are framed in the characterization of emotional expression skills of the child population with ASD, in processes of inclusion, of the participating educational institution, as well as the teachers' evaluations to identify the distinctive features in terms of the expression of emotions in the population sample, allowing the construction of pedagogical guidelines as a reflection proposal and support observation, for the application - from the orientations - from the teacher's view in the classroom, which contributes to enhance the emotional expression of children from the profile from teacher.