Uso de pictogramas para mejorar la comunicación en estudiantes con Trastorno del Espectro Autista en el Centro Educativo Evelio Dolores Carrizo
| dc.contributor.author | Mendoza Jaén, Katherine Yulieth | |
| dc.date.accessioned | 2026-05-11T16:57:58Z | |
| dc.date.available | 2026-05-11T16:57:58Z | |
| dc.date.issued | 2025-03-15 | |
| dc.description | The present research aimed to analyze how the use of pictograms contributes to strengthening communication in students with autism spectrum disorder (ASD) at the Evelio Dolores Carrizo Educational Center. The main objective was to understand how visual supports facilitate the comprehension of instructions, the expression of needs, the organization of routines, and participation in the classroom. The study was conducted using a qualitative approach through a case study design, employing a semi-structured interview directed at eight teachers and a structured observation guide applied to eight students with ASD. The results showed that pictograms significantly facilitate visual attention, following instructions, reducing anxiety, and promoting social interaction. Students demonstrated greater motivation, retention of meanings, and functional use of symbols in school activities, also developing complementary cognitive and socio emotional skills. Furthermore, it was observed that family support improves the generalization of visual learning at home and contributes to the consolidation of routines. However, limitations were identified, such as a lack of teacher training, scarcity of materials, and inconsistent application of visual resources. It is concluded that pictograms are an effective tool to improve communication and promote educational inclusion for students with ASD, strengthening communicative, cognitive, and socio-emotional skills. Continuous training, resource availability, and collaboration between school and family are required to ensure coherent and sustained implementation. | |
| dc.description.abstract | La presente investigación tuvo como propósito analizar cómo el uso de pictogramas contribuye al fortalecimiento de la comunicación en estudiantes con Trastorno del Espectro Autista (TEA) del Centro Educativo Evelio Dolores Carrizo. El objetivo central fue comprender de qué manera los apoyos visuales favorecen la comprensión de instrucciones, la expresión de necesidades, la organización de rutinas y la participación en el aula. El estudio se desarrolló bajo un enfoque cualitativo, mediante un diseño de estudio de caso, utilizando como instrumentos una entrevista semiestructurada dirigida a ocho docentes y una guía de observación estructurada aplicada a ocho estudiantes con TEA. Los resultados evidenciaron que los pictogramas facilitan la atención visual, el seguimiento de indicaciones, la reducción de ansiedad y la interacción social de manera significativa. Los estudiantes mostraron mayor motivación, recordación de significados y uso funcional de los símbolos en actividades escolares, desarrollando también habilidades cognitivas y socioemocionales complementarias. Asimismo, se observó que el apoyo familiar mejora la generalización del aprendizaje visual en el hogar y contribuye a la consolidación de rutinas. Sin embargo, se identificaron limitaciones como la falta de capacitación docente, escasez de materiales y poca sistematicidad en la aplicación de los recursos visuales. Se concluye que los pictogramas son una herramienta efectiva para mejorar la comunicación y favorecer la inclusión educativa de los estudiantes con TEA, fortaleciendo habilidades comunicativas, cognitivas y socioemocionales. Se requiere formación continua, disponibilidad de recursos y colaboración entre escuela y familia para asegurar su implementación coherente y sostenida. | |
| dc.description.sponsorship | The present research aimed to analyze how the use of pictograms contributes to strengthening communication in students with autism spectrum disorder (ASD) at the Evelio Dolores Carrizo Educational Center. The main objective was to understand how visual supports facilitate the comprehension of instructions, the expression of needs, the organization of routines, and participation in the classroom. The study was conducted using a qualitative approach through a case study design, employing a semi-structured interview directed at eight teachers and a structured observation guide applied to eight students with ASD. The results showed that pictograms significantly facilitate visual attention, following instructions, reducing anxiety, and promoting social interaction. Students demonstrated greater motivation, retention of meanings, and functional use of symbols in school activities, also developing complementary cognitive and socio emotional skills. Furthermore, it was observed that family support improves the generalization of visual learning at home and contributes to the consolidation of routines. However, limitations were identified, such as a lack of teacher training, scarcity of materials, and inconsistent application of visual resources. It is concluded that pictograms are an effective tool to improve communication and promote educational inclusion for students with ASD, strengthening communicative, cognitive, and socio-emotional skills. Continuous training, resource availability, and collaboration between school and family are required to ensure coherent and sustained implementation. | |
| dc.identifier.uri | https://repositorio2.udelas.ac.pa/handle/123456789/1660 | |
| dc.language.iso | es | |
| dc.publisher | Universidad Especializada de las Américas | |
| dc.subject | pictogramas | |
| dc.subject | comunicación | |
| dc.subject | TEA | |
| dc.subject | educación inclusiva | |
| dc.subject | apoyos visuales | |
| dc.subject | estrategias pedagógicas | |
| dc.subject | participación escolar | |
| dc.subject | pictograms | |
| dc.subject | communication | |
| dc.subject | ASD | |
| dc.subject | inclusive education | |
| dc.subject | visual supports | |
| dc.subject | pedagogical strategies | |
| dc.subject | school participatio | |
| dc.title | Uso de pictogramas para mejorar la comunicación en estudiantes con Trastorno del Espectro Autista en el Centro Educativo Evelio Dolores Carrizo | |
| dc.type | Thesis |