El juego como estrategia pedagógica para fortalecer la lectura en estudiantes con trastorno del espectro autista’

This research addresses the use of play as a pedagogical strategy to improve reading skills in students with Autism Spectrum Disorder (ASD). The conceptual framework is based on theories of meaningful learning and constructivism, which emphasize the importance of interaction with the environment in the construction of knowledge. The methodology employed is qualitative, with a case study approach, where specific playful activities were designed and applied for a group of students with ASD. The results show that the use of play as a pedagogical tool significantly improves the students' reading skills, enhancing their ability to decode. Additionally, an increase in motivation and active participation of the students during reading sessions was observed. The main conclusions highlight the effectiveness of play as an inclusive educational resource that not only strengthens reading competencies but also contributes to the creation of a more adapted and sensitive educational environment for students with ASD.

• Autores: Páez Silvera, Thalia Verena; Pupo de la Rans, Jeanine
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2024
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/13541
• Acceso en línea: https://hdl.handle.net/11323/13541; https://repositorio.cuc.edu.co/
• Palabra clave: Game; Strategies; Skills; Special educational needs; Autism; Juego; Estrategias; Habilidades; Necesidades educativas especiales; Autismo
• Rights: openAccess
• License: Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)