Estrategias pedagógicas inclusivas en el aprendizaje de niños de 3 a 4 años que presentan rasgos de TEA

Abstract

The purpose of this research was to implement inclusive pedagogical strategies to strengthen the learning of 3- to 4-year-old children with Autism Spectrum Disorder at the Marieta de Veintimilla Intercultural Bilingual Community Educational Unit. It arose from the limitations of traditional practices that did not respond to the specific needs of this child population. A qualitative-quantitative descriptive-propositional approach was applied, using semi-structured interviews, observation guides, questionnaires, and anecdotal records.

The results showed that the use of visual aids, structured routines, and multisensory activities facilitated instructional comprehension, reduced anxiety, and improved classroom participation. The main challenge identified was a lack of teacher training and inclusive technological resources, which limited the sustainability of the strategies implemented. Furthermore, family involvement was recognized as a determining factor in reinforcing learning and ensuring consistency between school and home.

Based on these findings, an innovative proposal was designed based on TEACCH, ABA, and Universal Design for Learning models, which integrated curricular adaptations, visual aids, accessible ICTs, and collaborative work with families. Validation by experts confirmed its relevance and viability for similar educational contexts. It was concluded that inclusion in early childhood requires predictable environments, accessible resources, specialized teacher training, and active participation of the educational community to ensure equitable and quality education.