Estrategias de intervención para niños y niñas en condición de autismo en educación inicial a partir de la implementación del PIAR como herramienta de apoyo

Abstract

This document focuses on designing strategies that favor the social inclusion of early childhood education children with autism, based on the implementation of the PIAR (Individual Plan of Reasonable Adjustments) as a support for the documentation of intervention strategies in the classroom. For this purpose, a theoretical approach on inclusion is approached, where a background on the general characteristics of children with this condition is made, highlighting aspects such as memory, attention, language, communication, inter and intrapersonal relationships, among others, as well as the processes that are implemented at the pedagogical level and the intervention as a support point that the PIAR has had within the educational process. In this way, strategies are presented through art therapy that aim to generate enriched learning spaces where children with some type of disability can easily adapt to the formal processes of education and favor social relationships among peers allowing a better formative intervention within school environments.