En B. Silva et al. XVIII Congresso Internacional de Psicopedagogía, 2025 (pp. 2083-2092). Braga (Portugal): Centro de Investigação em Educação, do Instituto de Educação, da Universidade do Minho Universidade do Mihno.
Manuel Ojea Rúa
Resumen
Conceptualmente, el trastorno del espectro autista (TEA) se define como una discapacidad relacionada con las alteraciones del neurodesarrollo, en relación con la vía de transmisión de la información a nivel cerebral, a través del sistema funcional del ácido gamma- aminobutírico o sistema GABAérgico, que es observado conductualmente a través de déficits manifiestos en el ámbito de la comunicación, la interacción social y los comportamientos repetitivos y restrictivos, como así está recogido por la Clasificación Internacional de las Enfermedades: DSM-5 (Asociación Americana de Psiquiatría (APA), 2013). La tasa prevalente, según los Centros para el Control y la Prevención de Enfermedades, se sitúa alrededor de 1/44 personas nacidas, en una proporción de 4 hombres por 1.5 mujeres. Pues bien, con el fin de analizar si existen diferencias significativas en la adquisición de competencias cognoscitivas y el desarrollo de las habilidades complejas cognitivas en los estudiantes con TEA, el diseño de esta investigación se ha basado en la realización de 30 encuestas en centros educativos regulares (N= 30), en los cuales se escolarizan estudiantes con TEA. Los datos han sido analizados mediante la prueba comparativa no paramétrica U de Mann-Wihtney. Las conclusiones indican que los estudiantes con TEA, que han seguido un modelo basado en proyectos cooperativos, mejoran sensiblemente en el ámbito psico- social y educativo, en relación con sus pares que han continuado una enseñanza tradicional de tipo magistral. Palabras- clave: Trastorno del espectro autista, desarrollo curricular, cognición, análisis relacional.
Abstract
Conceptually, Autism Spectrum Disorder (ASD) is made up of a disability regarding to neurodevelopmental disorders, relationship with the transmission pathway of information at brain level, through the functional system of gamma-aminobutyric acid or GABAergic system, which is observed through manifest deficits in the field of communication, social interaction and restrictive behaviours, as it´s included in the International Classification of Diseases: DSM-5 (American Psychiatric Association (APA), 2013), whose prevalence, according Center for Disease Control and Prevention, around 1/44 persons born has been reported with a ratio of 4 males to 1.5 females. In this research, in seeking to observe whether there're significant differences regarding the acquisition of cognitive competences and the development of complex cognitive abilities in students with ASD, the research design based on 30 interviews in regular educational centres (N=30), where students with ASD are schooled. Data found tested using the non-parametric Mann-Wihtney U Test. Conclusions indicate that students with ASD, who have followed a cooperative project-based model, improve significantly in the psycho-social and educational domains, regarding to their peers who have received a traditional master class teaching. Keywords: Autism spectrum disorder, curriculum development, cognition, relational analysis.
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