El pictograma como estrategia didáctica para fortalecer la comunicación en niños con autismo, IPHE-Veraguas
| dc.contributor.advisor | Rascón, Enrique | |
| dc.creator | Pérez, Ángel | |
| dc.date.accessioned | 2026-03-16T14:08:47Z | |
| dc.date.available | 2026-03-16T14:08:47Z | |
| dc.date.issued | 2025-03-15 | |
| dc.description | This study aimed to analyze the impact of pictograms as a teaching strategy to strengthen communication in children with Autism Spectrum Disorder (ASD) at the Panamanian Institute for Special Education (IPHE), Veraguas branch. The research was conducted using a quantitative approach, with a non-experimental, descriptive design. This descriptive level of analysis allowed for understanding how this visual resource aids communication development in the school setting. The sample consisted of a special education teacher, who was interviewed using a structured format with sixteen questions. The results demonstrated that the use of pictograms facilitates the understanding of instructions, the expression of basic needs, the organization of routines, and social interaction, especially for students who have greater difficulty expressing themselves verbally. Similarly, it was found that this tool encourages active participation, reduces frustration, fosters autonomy, and serves as a bridge between visual and written language. The suitability of using pictograms as an inclusive strategy is confirmed, as they are accessible to the abilities and characteristics of individuals at different levels of the autism spectrum. This enhances their validity for teaching practice and the strengthening of functional communication skills. | |
| dc.description.abstract | El presente estudio tuvo como objetivo analizar el impacto del pictograma como estrategia didáctica para fortalecer la comunicación en niños con Trastorno del Espectro Autista (TEA) del Instituto Panameño de Habilitación Especial (IPHE) Veraguas. La investigación se desarrolló bajo un enfoque cualitativo, con un diseño no experimental y con nivel descriptivo, siendo esto último que permite conocer de qué manera dicho recurso visual ayuda al desarrollo de la comunicación en el contexto escolar. La muestra estuvo conformada por un docente especialista en educación especial, a quien se realizó una entrevista estructurada con dieciséis preguntas. Los resultados demostraron que la utilización del pictograma facilita la comprensión de instrucciones, la expresión de necesidades básicas, la organización de rutinas y la interacción social, aunque con aquellos estudiantes que poseen mayores dificultades para expresarse verbalmente. De la misma manera, se identificó que este instrumento incentiva la activa de participación, disminuye la frustración, fomenta la autonomía y funge como un puente entre el lenguaje visual y escrito. Se corrobora la idoneidad del empleo del pictograma como estrategia que permite la inclusión, accesible a las capacidades y particularidades de los diferentes niveles del espectro, lo que potencia su validez para la práctica docente y el fortalecimiento de habilidades comunicativas funcionales. | |
| dc.description.sponsorship | This study aimed to analyze the impact of pictograms as a teaching strategy to strengthen communication in children with Autism Spectrum Disorder (ASD) at the Panamanian Institute for Special Education (IPHE), Veraguas branch. The research was conducted using a quantitative approach, with a non-experimental, descriptive design. This descriptive level of analysis allowed for understanding how this visual resource aids communication development in the school setting. The sample consisted of a special education teacher, who was interviewed using a structured format with sixteen questions. The results demonstrated that the use of pictograms facilitates the understanding of instructions, the expression of basic needs, the organization of routines, and social interaction, especially for students who have greater difficulty expressing themselves verbally. Similarly, it was found that this tool encourages active participation, reduces frustration, fosters autonomy, and serves as a bridge between visual and written language. The suitability of using pictograms as an inclusive strategy is confirmed, as they are accessible to the abilities and characteristics of individuals at different levels of the autism spectrum. This enhances their validity for teaching practice and the strengthening of functional communication skills. | |
| dc.format | application/pdf | |
| dc.format.extent | 79 páginas | |
| dc.identifier.uri | https://repositorio2.udelas.ac.pa/handle/123456789/1542 | |
| 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 | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| 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 | autismo | |
| dc.subject | comunicación | |
| dc.subject | estrategias didácticas | |
| dc.subject | inclusión | |
| dc.subject | pictograma | |
| dc.subject | TEA | |
| dc.subject | autism | |
| dc.subject | communication | |
| dc.subject | teaching strategies | |
| dc.subject | inclusion | |
| dc.subject | pictogram | |
| dc.subject | ASD | |
| dc.title | El pictograma como estrategia didáctica para fortalecer la comunicación en niños con autismo, IPHE-Veraguas | |
| dc.type | Thesis | |
| dc.type | info:eu-repo/semantics/bachelorThesis | |
| dc.type | info:eu-repo/semantics/updatedVersion | |
| repositorio.trabajodegrado.carrera | Licenciado en Educación Especial | |
| repositorio.trabajodegrado.facultad | Facultad de Educación Especial y Pedagogía | |
| repositorio.trabajodegrado.sede | Panamá | |
| repositorio.trabajodegrado.tipo | Tesis - Licenciatura |