Educational strategie for the inclusion of 4th grade children with autism at Pedro Carbo School, Guayas County
Keywords:
Autism, educational environments, inclusion, learningAbstract
Introduction: Effective inclusion of children with autism in the classroom represents a constant pedagogical challenge. This research aimed to design a dinosaur-themed school garden to facilitate such inclusion. The aim was to promote the cognitive, emotional and social development of children with ASD through a stimulating and multisensory environment. Materials and methods: The methodology adopted included a bibliographic review, direct observations and semi-structured interviews to obtain a holistic perspective. Results: The results indicated significant improvements in children's social interaction, communication and motor skills. Discussion: The discussion highlights the congruence with previous studies on the effectiveness of experiential learning and the importance of an environment adapted to sensory needs. Conclusions: It is concluded that the thematic school garden is not only beneficial for the learning and well-being of children with autism, but also enriches the general educational environment, suggesting a replicable model for future inclusive practices.
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