Tecnologías digitales interactivas como herramientas de mediación pedagógica en la enseñanza de niños con trastorno del espectro autista
DOI:
https://doi.org/10.66104/txwne572Palabras clave:
Tecnologías digitales, TEA, Educación inclusiva, Tecnología asistiva, InteractividadResumen
Este estudio investiga el uso de tecnologías digitales interactivas en el proceso de enseñanza de niños con Trastorno del Espectro Autista (TEA), con enfoque en el desarrollo de habilidades cognitivas básicas en Ciencias y Matemáticas. La investigación se caracteriza como aplicada, con enfoque cualitativo y diseño de estudio de caso, desarrollada en el contexto de la Asociación de Padres y Amigos de los Excepcionales (APAE) en la ciudad de Marabá-PA, Brasil. Inicialmente, se realizó una observación diagnóstica para identificar las principales dificultades de aprendizaje de los estudiantes. Con base en estos datos, se desarrollaron recursos digitales interactivos orientados al reconocimiento de números, colores y formas geométricas. Los resultados evidenciaron un aumento significativo en el compromiso, la atención y la participación de los estudiantes, además de avances en la comprensión de los contenidos trabajados. El análisis de los datos, realizado mediante categorización temática, permitió identificar que el uso de estímulos visuales, interactividad y retroalimentación inmediata contribuye a la adaptación de la enseñanza a las necesidades específicas de los niños con TEA. Se concluye que las tecnologías digitales actúan como herramientas eficaces de mediación pedagógica, promoviendo prácticas educativas más inclusivas y favoreciendo el proceso de aprendizaje en contextos reales de educación especial.
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Derechos de autor 2026 Albemara Barros de Sousa, Samuel Antonio Silva do Rosario
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