Accompaniment in school processes for children with ASD

Contributions of the therapeutic program Brincos y Brinquitos

Abstract

The purpose is to address autism within an accompaniment program carried out by inclusion agents of the therapeutic program Brincos y Brinquitos. This program is aimed at children with autism who attend primary school in private educational institutions in Bogota. The experiences of some teachers in their pedagogical work in the classroom are shown. The educational process of each subject linked to the inclusion project is described and analyzed, taking into account the individuality of each one in order to identify strategies and necessary support implemented through the intervention of the inclusion agent. In addition, the pedagogical impact that such accompaniment has on the learning processes for the aforementioned population is presented. The exercise of therapeutic-pedagogical accompaniment was carried out with children diagnosed with autism by professionals of the Brincos y Brinquitos program, as well as by teachers and directors of five educational institutions in the city. With respect to the results, positive advances were observed, since it contributed to the improvement of social and communicative skills, progress in the academic process, the reinforcement of habits and the consolidation of thinking routines, among others.