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TIC Y Autismo. Introducción De La Tecnología Como Recurso Para La

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TIC Y Autismo. Introducción De La Tecnología Como Recurso Para La Facultad de Ciencias de la Educación Trabajo de TIC y Autismo Fin de Grado Introducción de la tecnología como recurso para la enseñanza y el aprendizaje del alumnado con Trastorno del Espectro Autista Alumno/a: Luisa Fernández López-Valeiras Tutor: Eulogio Pernas Morado Julio 2015 Trabajo Fin de Grado presentado en la Facultad de Ciencias de la Educación de la Universidad de Santiago de Compostela para la obtención del Grado de Maestro/a en Educación Primaria en el curso 2014-2015 Índice RESUMEN Y PALABRAS CLAVE ........................................................................................... 3 RESUMO E PALABRAS CHAVE ............................................................................................ 3 ABSTRACT AND KEY WORDS ............................................................................................. 3 1. INTRODUCCIÓN ............................................................................................................ 5 2. IDENTIFICACIÓN DEL OBJETO DE ESTUDIO ..................................................................... 7 2.1. Breve introducción histórica sobre el autismo ..................................................................... 7 2.2. Actualidad ......................................................................................................................... 8 2.3. Causas ............................................................................................................................. 11 2.4. Definición de TEA ............................................................................................................. 12 2.5. Conductas ........................................................................................................................ 13 2.6. Estado actual de las investigaciones sobre la aplicación de las TIC ..................................... 15 3. RESULTADOS OBTENIDOS ............................................................................................ 18 3.1. Programas y aplicaciones ................................................................................................. 18 3.2. Congresos, conferencias y eventos ................................................................................... 28 3.3. Experiencias concretas ..................................................................................................... 29 4. CONCLUSIONES ........................................................................................................... 32 5. REFERENCIAS .............................................................................................................. 33 6. ANEXOS ...................................................................................................................... 36 Anexo 1. Comparación entre las intervenciones con TIC y las intervenciones tradicionales ...... 36 Anexo 2. Ficha navegador Zac Browser ................................................................................... 37 Anexo 3. Ficha app Appyautism ............................................................................................. 38 Anexo 4. Ficha app El Oledor explorador ................................................................................ 39 Anexo 5. Ficha app ¿Qué tal estás? ........................................................................................ 40 Anexo 6. Ficha app Voice meter ............................................................................................. 41 Anexo 7. Ficha serie The Transporters .................................................................................... 42 Anexo 8. Ficha Guía TICTEA .................................................................................................... 43 Anexo 9. Ficha temporizador FunTime ................................................................................... 44 Anexo 10. Rueda de apps ....................................................................................................... 45 RESUMEN Y PALABRAS CLAVE Los Trastornos del Espectro Autista (TEA) son un conjunto de trastornos muy diversos que tienen en común la afectación en 3 áreas del desarrollo: lenguaje y comunicación, interacción social y patrones repetitivos y restrictivos de la conducta. Hoy en día, el número de casos diagnosticados va en aumento, y por ello, también su presencia en las aulas, por lo que es necesario llevar a cabo estrategias de enseñanza-aprendizaje adecuadas a ellos. Un instrumento que puede resultar eficaz a la hora de trabajar con estas personas pueden ser las Tecnologías de la Información y la Comunicación, por sus numerosas ventajas y su papel cada vez más protagonista en la sociedad actual. Palabras clave: Trastornos del Espectro Autista, Autismo, Tecnologías de la Información y la Comunicación, Proceso de enseñanza- aprendizaje y Apps RESUMO E PALABRAS CHAVE Os Trastornos do Espectro Autista (TEA) son un conxunto de trastornos moi diversos que teñen en común a afectación en 3 áreas do desenvolvemento: linguaxe e comunicación, interacción social e patróns repetitivos e restritivos da conduta. Hoxe en día, o número de casos diagnosticados vai en aumento, e por elo, tamén a súa presenza nas aulas, polo que é necesario levar a cabo estratexias de ensino-aprendizaxe adoitadas a eles. Un instrumento que pode resultar eficaz á hora de traballar con estas persoas poden ser as Tecnoloxías da Información e a Comunicación, polas súas numerosas vantaxes e o seu papel cada vez máis protagonista na sociedade actual. Palabras chave: Trastornos do Espectro Autista, Autismo, Tecnoloxías da Información e a Comunicación, Proceso de ensinanza- aprendizaxe e Apps ABSTRACT AND KEY WORDS Autism Spectrum Disorders (ASD) are a complex set of disorders with a wide variation of conditions which are characterized by how they affect 3 developmental areas: language and 3 communication, social interaction and repetitive or restricted behaviors. Nowadays, the number of children diagnosed with autism is on the rise and, therefore, so is its presence in classrooms, making it necessary to formulate and implement appropriate learning-teaching strategies. A tool which may prove effective when working with children diagnosed with ASD are Information and Communication Technologies, due to their numerous benefits and their increasingly prominent role in today´s society. Key words: Autism Spectrum Disorders, Autism, Information and Communication Technologies, Teaching- learning process and Apps 4 1. INTRODUCCIÓN Actualmente, vivimos en un mundo en el que las Tecnologías de la Información (TIC), están presentes en todos los ámbitos de nuestra vida y, por ello, la educación no debe permanecer ajena a este fenómeno. Debido a esto, la ley educativa vigente otorga a la competencia digital un papel primordial en el currículum de Educación Primaria, estableciéndola como una de las competencias clave que los alumnos deben adquirir una vez terminada esta etapa (Real Decreto 126/ 2014 por el que se establece el currículo básico de la Ed. Primaria). Por otro lado, en las aulas observamos cada vez más una mayor diversidad, un número creciente de alumnos que presentan dificultades de aprendizaje o algún tipo de trastorno del desarrollo. El hecho de haber conocido un caso de autismo en el centro donde he realizado las prácticas, correspondientes al 3º curso del Grado en Educación Primaria, y el observar cómo el personal especializado se implicaba a la hora de trabajar con el alumno, me llevó a interesarme por este trastorno y querer profundizar en este tema. Como futura docente y ante la posibilidad de encontrar un alumno en el aula con estas características, considero necesario saber cómo afrontar esta problemática y descubrir cómo se puede trabajar con ellos de un modo que les beneficie. Relacionándolo con las TIC, según Alcántara Trapero (2009), estas aportan numerosas ventajas tanto desde el punto de vista de los docentes como de los alumnos, como pueden ser un mayor interés y motivación, una mayor comunicación entre ambas partes, interacción y trabajo cooperativo y, algo que nos interesa mucho, el tratamiento de la diversidad, ya que los recursos de aprendizaje interactivos permiten la individualización del trabajo, adaptándose a los ritmos y situaciones de cada alumno. Teniendo en cuenta lo expuesto anteriormente, las TIC pueden ser una herramienta útil a la hora de trabajar con niños autistas y esto es lo que se pretende demostrar con este trabajo, que se encuadra en la modalidad de iniciación a la investigación documental, y cuyos objetivos son: 5 Descubrir las posibilidades que un niño autista tiene a la hora de trabajar con las TIC y si éstas pueden favorecer la enseñanza y aprendizaje de este tipo de alumnado. Realizar una pequeña selección de aplicaciones adecuadas para ellos. Conocer diferentes experiencias concretas del uso de dispositivos tecnológicos en las aulas. Revisar la información sobre algunos de los eventos científicos (congresos, conferencias, etc.), tanto a nivel nacional como internacional dedicados a este ámbito. De entre las competencias profesionales del Grado1, en este trabajo se presta una atención prioritaria a las siguientes: conocer y aplicar en las aulas las tecnologías de la información y de la comunicación; y diseñar y regular espacios de aprendizaje en contextos de diversidad. También cabe mencionar la relación evidente con dos de las competencias básicas de Educación Primaria: la ya indicada competencia digital, al proponerse el trabajo con las TIC como herramienta para la enseñanza-aprendizaje
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