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espanolEn Cataluna, el alumnado con Trastorno del Espectro Autista (TEA) escolarizado en escuelas inclusivas recibe apoyo por parte del servicio de apoyo intensivo para la escolarizacion inclusiva (SIEI), bien en las aulas ordinarias, o bien en un aula especifica. No obstante, para los maestros supone un reto acoger al alumnado con TEA, pues se deben desarrollar numerosas estrategias metodologicas: utilizar una apertura y un cierre claros, dar ejemplos, utilizar un lenguaje concreto, presentar la informacion de manera oral con apoyo visual, propiciar actividades de interes y anticipar, por citar algunas. Dada su gran variedad, el objetivo del estudio es identificar que estrategias metodologicas se usan con los alumnos con TEA en el aula regular, y si difieren de las usadas en el aula SIEI. Se desarrollo un estudio cualitativo y descriptivo a partir de la observacion en las aulas y entrevistas con una muestra de dos escuelas de educacion primaria. Los resultados muestran que ambas escuelas utilizan multiples estrategias, aunque algunas no se contemplan, por ejemplo, la generalizacion. Ademas, cuando hay un aula SIEI, se tiende a situar al alumno con TEA fuera del aula regular, donde el maestro de apoyo mantiene el rol de tutor. En cambio, dentro del aula regular, el maestro de apoyo destina su tiempo al alumno con TEA de bajo funcionamiento; mientras que los alumnos con TEA de alto funcionamiento reciben apoyo por parte de los iguales. Finalmente, se observa la necesidad de desarrollar programas formativos para todo el profesorado para fomentar una mayor inclusion. EnglishIn Catalonia (Spain), students with Autism Spectrum Disorder (ASD) enrolled in inclusive education receive support from the Intensive Support Service for Inclusive Education Program (SIEI), either in mainstream or special needs classrooms. However, many teachers find it challenging to include ASD students in mainstream classrooms, since they must develop a variety of strategic teaching methodologies: use of clear openings and wrap-ups, use of examples and specific language, presentation of oral information using visual support materials, use of activities to peak student interest and the need to anticipate, just to name a few examples. Given the large variety of teaching methodologies, the objective of this study is to identify which teaching strategies are used with ASD students in mainstream classrooms and compare them with those used in SIEI classrooms. A qualitative and descriptive study was developed based on classroom observation and interviews using a sample of two primary schools. According to the results, both schools use multiple strategies, although some strategies are not considered, such as generalizations. Also, SIEI classrooms tend to place ADD students outside the regular classroom where the support teacher is more of a tutor. However, in regular classrooms, the support teacher spends more time working with low functioning ASD students while high functioning ASD students receive support from their peers. Finally, there is a need to develop more educational programs aimed at teachers to foster greater inclusion of ASD students.

Comparativa de las estrategias metodológicas utilizadas en dos escuelas inclusivas con alumnado con Trastorno del Espectro Autista (TEA)