Influencia de la enseñanza de habilidades básicas mediante la pintura en estudiantes con autismo, en el IPHE, de Herrera
| dc.contributor.advisor | Escobar, Katherin | |
| dc.creator | Castro, Juan | |
| dc.date.accessioned | 2026-03-25T17:02:57Z | |
| dc.date.available | 2026-03-25T17:02:57Z | |
| dc.date.issued | 2025-03-15 | |
| dc.description | The purpose of the research was to analyze the influence of teaching basic skills through painting on students with autism at the Panamanian Institute for Special Rehabilitation (IPHE), Herrera campus. It focused on examining how painting, as a pedagogical resource, contributes to the development of essential skills, such as fine motor coordination, attention, communication, and emotional expression. From a qualitative approach, the experiences, perceptions, and strategies that teachers implement during the teaching-learning process were investigated, allowing for the identification of the complexity and richness of pedagogical interaction in inclusive contexts. Information was collected using observation techniques, semi-structured interviews, and document review, targeting special education teachers, ensuring the validity and reliability of the findings. The results show that painting promotes fine motor skills through the manipulation of brushes, the execution of precise strokes, and the development of visual-motor coordination. An increase in sustained attention and concentration during activities was observed, as well as improvements in verbal and nonverbal communication, by allowing students to express emotions, interests, and preferences through art. Emotional self-regulation is enhanced by providing a safe space to channel anxiety and frustration, while autonomy and personal initiative are strengthened through decision-making about materials, colors, and work sequences. In conclusion, teaching basic skills through painting has a positive impact on the functional development of students with autism. | |
| dc.description.abstract | La investigación tuvo como propósito analizar la influencia de la enseñanza de habilidades básicas mediante la pintura en estudiantes con autismo en el Instituto Panameño de Habilitación Especial (IPHE), sede Herrera. Se centró en examinar cómo la pintura, como recurso pedagógico, contribuye al desarrollo de competencias esenciales, tales como la coordinación motriz fina, la atención, la comunicación y la expresión emocional. Desde un enfoque cualitativo, se indagaron las experiencias, percepciones y estrategias que los docentes implementan durante el proceso de enseñanza-aprendizaje, permitiendo identificar la complejidad y riqueza de la interacción pedagógica en contextos inclusivos. Para la recolección de información se utilizaron técnicas de observación, entrevistas semiestructuradas y revisión documental, dirigidas a docentes de educación especial, garantizando la validez y confiabilidad de los hallazgos. Los resultados muestran que la pintura favorece la motricidad fina a través de la manipulación de pinceles, la realización de trazos precisos y el desarrollo de la coordinación visomotora. Se observó un aumento en la atención sostenida y la concentración durante las actividades, así como mejoras en la comunicación verbal y no verbal, al permitir que los estudiantes expresen emociones, intereses y preferencias mediante el arte. La autorregulación emocional se ve beneficiada al proporcionar un espacio seguro para canalizar ansiedad y frustración, mientras que la autonomía y la iniciativa personal se fortalecen mediante la toma de decisiones sobre materiales, colores y secuencias de trabajo. En conclusión, la enseñanza de habilidades básicas mediante la pintura impacta de manera positiva en el desarrollo funcional de los estudiantes con autismo. | |
| dc.description.sponsorship | The purpose of the research was to analyze the influence of teaching basic skills through painting on students with autism at the Panamanian Institute for Special Rehabilitation (IPHE), Herrera campus. It focused on examining how painting, as a pedagogical resource, contributes to the development of essential skills, such as fine motor coordination, attention, communication, and emotional expression. From a qualitative approach, the experiences, perceptions, and strategies that teachers implement during the teaching-learning process were investigated, allowing for the identification of the complexity and richness of pedagogical interaction in inclusive contexts. Information was collected using observation techniques, semi-structured interviews, and document review, targeting special education teachers, ensuring the validity and reliability of the findings. The results show that painting promotes fine motor skills through the manipulation of brushes, the execution of precise strokes, and the development of visual-motor coordination. An increase in sustained attention and concentration during activities was observed, as well as improvements in verbal and nonverbal communication, by allowing students to express emotions, interests, and preferences through art. Emotional self-regulation is enhanced by providing a safe space to channel anxiety and frustration, while autonomy and personal initiative are strengthened through decision-making about materials, colors, and work sequences. In conclusion, teaching basic skills through painting has a positive impact on the functional development of students with autism. | |
| dc.format | application/pdf | |
| dc.format.extent | 173 páginas | |
| dc.identifier.uri | https://repositorio2.udelas.ac.pa/handle/123456789/1567 | |
| dc.language | spa | |
| dc.publisher | Universidad Especializada de las Américas | |
| dc.relation.uri | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.rights | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.rights.license | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.subject | pintura | |
| dc.subject | habilidades básicas | |
| dc.subject | autismo | |
| dc.subject | inclusión educativa | |
| dc.subject | estrategias pedagógicas | |
| dc.subject | painting | |
| dc.subject | basic skills | |
| dc.subject | autism | |
| dc.subject | educational inclusion | |
| dc.subject | pedagogical strategies | |
| dc.title | Influencia de la enseñanza de habilidades básicas mediante la pintura en estudiantes con autismo, en el IPHE, de Herrera | |
| dc.type | Thesis | |
| dc.type | info:eu-repo/semantics/bachelorThesis | |
| dc.type | info:eu-repo/semantics/updatedVersion | |
| repositorio.trabajodegrado.carrera | Licenciatura en Educación Especial | |
| repositorio.trabajodegrado.facultad | Facultad de Educación Especial y Pedagogía | |
| repositorio.trabajodegrado.sede | Panamá | |
| repositorio.trabajodegrado.tipo | Tesis - Licenciatura |