Psicopedagogía sistémica en el abordaje del trastorno del espectro autista

The conducted research analyzed the application of systemic psychopedagogy in the treatment of Autism Spectrum Disorder (ASD), integrating the family, educational, and social contexts into the learning process. The general objective was to develop a systemic psychopedagogical approach to enhance the education and inclusion of children with ASD, recognizing the influence of family and school relationships on their development. The methodology used was qualitative, based on the analysis of two case studies involving children diagnosed with ASD. Tools such as interviews with family members and teachers, school environment observation, and genealogical tree analysis were employed to identify interaction patterns affecting the educational process. The results showed that family support and teacher awareness are key elements in the adaptation of children with ASD to the school environment. Communication barriers between families and schools were found to hinder the implementation of inclusive strategies, reinforcing the need for specialized teacher training in systemic pedagogy. Additionally, it was identified that family history and intergenerational dynamics can influence the child's emotional security and learning. It was established that systemic psychopedagogy represents an effective approach for the educational inclusion of children with ASD, promoting the integration of adaptive strategies that consider both individual development and family and school dynamics. Strengthening collaboration between educational and family actors is recommended to ensure a more flexible and equitable teaching process.

• 第一著者: Cobeña Hernández, Camila de los Ángeles (author)
• フォーマット: bachelorThesis
• 言語: spa
• 出版事項: 2025
• 主題: Autismo; Inclusión educativa; Pedagogía sistémica; Psicopedagogía
• オンライン･アクセス: https://repositorio.uteq.edu.ec/handle/43000/8384