Diseñar una guía para el docente aplicando el método TEACCH como estrategia para mejorar la autonomía en niños de 5 años con Trastorno del Espectro Autista en la Escuela de Educación Básica Manuela Espejo , provincia de Pichincha, cantón Quito

Abstract

Abstract: The purpose of this research was to design a teacher's guide based on the TEACCH method to strengthen the autonomy of five-year-old children with Autism Spectrum Disorder (ASD) at the "Manuela Espejo" Basic Education School in Quito, Ecuador. The study arose from the need to provide teachers with structured pedagogical strategies that promote students' participation, communication, and the development of adaptive skills within the school environment, considering that many educators face challenges in adequately addressing the educational needs of children with ASD. The research adopted a quantitative approach, employing a non-experimental, cross-sectional design within the framework of a feasible project. For the diagnostic phase, the Adaptive Behavior Assessment System, Second Edition (ABAS-II), was administered to first-grade teachers in Basic General Education to identify strengths and needs in the areas of communication, functional academic skills, school living, health and safety, leisure, self-direction, self-care, and social skills. The findings revealed greater difficulties in autonomy, self-direction, social interaction, and participation in school activities, which limit students' independent functioning and justify the implementation of targeted intervention strategies. Based on these findings and on the principles of the TEACCH method, a practical teacher's guide was developed, incorporating structured learning environments, visual supports, organized routines, work systems, and adapted activities to foster learning and autonomy in the classroom. It is concluded that the proposed guide constitutes a relevant pedagogical resource for strengthening inclusive educational practices, supporting teachers in their instructional work, and promoting greater independence and active participation among students with ASD in different educational settings.