The preparation of the primary teacher for the care of students with Autism Spectrum Disorder
Keywords:
Primary teacher, Educational guidance, Psychopedagogical care, Students, Autism Spectrum DisorderAbstract
Introduction: In Cuban society, the care of students with autism spectrum disorders requires teachers to be prepared to face the complex task of educating. Deficiencies in the continuous training of teachers to promote the socialization of students with autism spectrum disorders in the popular council La Prueba, municipality Songo La Maya, have generated the need for this research, which is based on the laws, principles, and categories of the general dialectical materialist method. The objective of this article is to develop teaching material that prepares the primary educator for this care. Materials and methods: The research is supported by theoretical methods such as analysis-synthesis, historical-logical, and system approach, as well as empirical methods such as observation, interviews, documentary analysis, methodological triangulation, and descriptive statistics. Result: The proposal aims to improve educational guidance for teachers, using psycho-pedagogical support as a tool. The results obtained in pedagogical practice indicate that the teaching material developed is an effective means that enhances teacher preparation and promotes effective educational attention. Discussion: The theoretical relevance of the preparation of primary school teachers is emphasized as an integral process that connects school, family, and community, favoring the prevention of communication difficulties and the full development of skills in early childhood. Conclusions: The implementation of the teaching material as a tool for continuous training responds to the deficiencies detected in educational practice for the attention of students with ASD.
References
Fuente Anuncibay, R. de la, & Cuesta Gómez, J. L. (2017). Inclusión de alumnado con trastorno del espectro del autismo en la universidad: Análisis y respuestas desde una dimensión internacional. International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, 4(1), 13-22.
González, A. R., & Domínguez, Y. M. (2024). Atención psicopedagógica al crecimiento personal-emocional de educandos en situación de vulnerabilidad psicosocial. Revista Varela, 24(69), Article 69. https://doi.org/10.5281/zenodo.13623340
González, O. H., Lara, C. A. S., Gómez-Campos, R., Cossio-Bolaños, M., & Contreras, R. E. S. (2021). La Preparación de los Maestros para Estimular la Socialización De los Educandos con Autismo en Condiciones de Inclusión. Revista Brasileira de Educação Especial, 27, e0197. https://doi.org/https://doi.org/10.1590/1980-54702021v27e0197
Lemus, A. E. P., Iglesias, S. G., & Cobas, R. G. (2023). Inclusión socioeducativa y atención a la diversidad en una institución de educación superior de Ecuador. Prohominum, 5(3), Article 3. https://doi.org/10.47606/ACVEN/PH0199
Mahama, M., & Marrero, J. L. M. (2020). La preparación del profesor de secundaria para el desempeño profesional en la República de Ghana. Mendive. Revista de Educación, 18(2), Article 2.
MINED. (2021). Estrategia seguida para la realizaciónde las adapataciones curriculares (Pueblo y Educación). https://www.mined.gob.cu/wp-content/uploads/2021/10/estrategia_realizacion_adaptaciones_curriculares.pdf
Moreno Corrales, B., Cordero Echevarria, L. J., Sala barría Márquez, M. C., Moreno Corrales, B., Cordero Echevarria, L. J., & Sala barría Márquez, M. C. (2021). La preparación del docente para la inclusión educativa. Manual de actividades y orientaciones metodológicas. Mendive. Revista de Educación, 19(2), 609-626.
Navarro Quintero, S. M., & Valle Lima, A. (2024). Tercer perfeccionamiento del Sistema Nacional de Educación en Cuba. GADE: Revista Científica, 4(2), 78-88.
Rodríguez González, A., Aranda Cintra, B. L., & Portuondo Maurelo, Y. (2022). HABILIDADES PROFESIONALES PSICOPEDAGÓGICAS PARA LA ATENCIÓN AL DESARROLLO LOCAL DESDE LA FUNCIÓN ORIENTADORA DEL PSICOPEDAGOGO. Revista de Investigación, Formación y Desarrollo: Generando Productividad Institucional, 10(1), 77-86. https://dialnet.unirioja.es/servlet/articulo?codigo=8475002
Vargas, C. M. C., & Jurado, D. E. M. (2022). La inclusión educativa y atención a la diversidad en educación. Ciencia Latina Revista Científica Multidisciplinar, 6(5), 56-71. https://doi.org/10.37811/cl_rcm.v6i5.2908
Venet Muñoz, R., Delisle Sesé, M., Venet Muñoz, R., & Delisle Sesé, M. (2023). La formación del docente en Orientación Educativa. Problemas, tendencias y pertinencia. Varona. Revista Científico Metodológica, (76). http://scielo.sld.cu/scielo.php?script=sci_abstract&pid=S1992-82382023000100021&lng=es&nrm=iso&tlng=en
Villanueva Candiotti, G. M., Contreras Ángeles, B., Salazar Balarezo, B. A., Uribe Godoy, D. S., Villanueva Candiotti, G. M., Contreras Ángeles, B., Salazar Balarezo, B. A., & Uribe Godoy, D. S. (2025). Estrategias pedagógicas para la inclusión educativa: Un análisis sistemático. Revista Tribunal, 5(11), 478-494. https://doi.org/10.59659/revistatribunal.v5i11.170
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Claudia Zamora Revé , Arianne Rodríguez González
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal provides immediate open access to its content, based on the principle that offering the public free access to research helps a greater global exchange of knowledge. Each author is responsible for the content of each of their articles.
Universidad de Oriente 