Serving heterogeneous students efficiently is an important challenge for the educational community that requires adequate resources and strategies to offer an adapted pedagogical response and at the same time an optimal level of intervention. Each student has individual educational needs that need to be met so that she can have access to knowledge, skills, sociability, autonomy, etc., typical of the social group in which she has to integrate.
In the category of schoolchildren with special educational needs is the group of students with Autism Spectrum Disorder (ASD), with peculiarities that must be known and taken into account to carry out an accurate and efficient intervention.
Since an important part of children’s lives takes place at school; To promote the personal and social evolution of students, psychoeducational intervention must offer responses to individual needs, providing the necessary support in academic instruction and also favoring integration into their peer group.
To successfully fulfill this purpose, it is required that the school has the necessary resources, the environment is organized in a convenient way, its teachers have appropriate training, the teaching team works collaboratively, and a good relationship between the school and the family is established. and, above all, that the child is considered the primary nucleus of teaching.
The purpose of this guide is to provide a useful and simple instrument that allows us to know the characteristics of boys and girls with Autism Spectrum Disorder and provides strategies applied to the educational environment that contribute to their development by promoting their integration.
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