Charla del Autismo: Socorro Cornejo

• Autismo dificultades en todas las áreas de desarrollo.
Pero en distinta intensidad y cualidad

Trastorno generalizado del desarrollo (un tipo)


No consolida etapas (un poco de cada cosa y saltea)

• Comunicación: dificultad para entender el lenguaje

No desarrolla la teoría de la mente: no se pone en el lugar del otro
lo interpreta a su manera
no entienden ironías, ni chistes
no saben mentir

• Síndrome de Asperger: un tipo generalizado del trastorno del desarrollo.

• No se saben bien las causas: hay muchos factores, pero la causa es biológica.

• Autistas regulación del sistema sensorial y motor: alterado
Mirada: recurso de conexión social muy importante
A algunos les cuesta el contacto visual.
Espectro de autismo: todos son distintos en algo.

Dificultades en la planificación: gran deambulador.

• Greenspan (psicólogo) : descripción de la evolución del chico y planificación de las cosas que tienen que lograr o progresar para aprender lo siguiente.

Método: floortime

• El sistema educativo no está preparado para el autismo

Maestra integradora

Adaptaciones curriculares
Van a talleres terapéuticos
• En algunos casos solo, son medicados para algunos síntomas

Dependiendo de la teoría: para mejorar la conducta, tranquilizarlo, etc

• Anne Sulllivan: colegio para chicos autistas en Lima

a una cuadra del colegio Juan 23 para chicos “normales”

trabajan mucho con la integración: un chico “normal” del Juan 23 elige,
a voluntad, tener un amigo tutor del colegio para autistas.

Acompañamiento académico
Programas fuera del colegio
• Tienen la misma posibilidad de muerte y a la misma edad que nosotros.
• Video: Facundo (chico autista de 8 años, conocido por Socorro desde los 2 años)

Le gusta que lo toquen, lo agarren, corran y aplasten con almohadones.

Pero después de un rato, ya no está más atento

No habla bien, pero jerga y repite cosas de películas.
Espera la iniciativa y después se engancha.

No logra mantener la mirada en ella, la atención y el enganche,
Mirada sin expresión.
Tiene lenguaje ecolálico, no espontáneo.

Trabajo mandado por alumnas presentes en la charla. Muchas gracias.

Girls here you have some information for your studies and investigations. This information comes straight from the cie page. This helps you see the set out.

CHILD DEVELOPMENT STUDY

The purpose of the study is that the candidate should:
(a) have first-hand observations of the development of children aged up to 5 years;
(b) over a period of time (which may be flexible) have contact with a child or group of children;
(c) relate his/her observations to current theories of child development.
It is advisable to recognise the confidentiality of the nature of the study and it may be appropriate
to apply a fictitious name to the child or children.
The method of presentation may take a variety of forms:
1. a record of work in the form of a notebook or diary:
or 2. a written report, tabulated or in essay form, where each period of contact with the
child/children is presented as a separate account.
The studies may include relevant original material, illustrative or written material from the child or children,
diagrams, charts, photographs, etc. However, if such material is used, it must be referred to and
interpreted within the text.
Studies should be approximately 3000 words in length.

PRACTICAL INVESTIGATION
The investigations can be related to any areas of the syllabus and each candidate should build up a
written record of his/her investigations undertaken over the two-year course although only one will be
required for assessment purposes.
The Candidate should have a product, such as a booklet or an information sheet for parents as the focus
of the Investigation. The purpose of the assignment is that the candidate should reflect the assessment
objectives outlined and each report should therefore include brief, clear statements of:
• the purpose of the investigation – a description of the end product;
• the information or evidence sought;
• the method used to obtain the information/evidence;
• the results of the enquiry;
• the conclusions drawn as a result of the enquiry – the end product;
• an evaluation in terms of the candidate's end product and its usefulness to the relevant interested
parties. This should show how effective the investigation was and if the product meets the
informational needs of the target audience.
An investigation can be related to any area of the syllabus, but must not overlap any of the subject matter
presented in the Child Development Study.
The purpose of the investigation should reflect the assessment objectives. The investigation should
therefore include the points outlined in the markscheme
MARK SCHEME

Child Development Study Marks

Introduction and Planning 15 marks
(a) Planning of the Study, including the final presentation of the information (either handwritten
or word processed) in an acceptable report format 3
(b) Background information on the child/children 4
(c) Explain, with the relevant theoretical information, the development area chosen with
reasons for choice 8

Application 20 marks
(a) A written record of each observation made 8
(b) Application of knowledge and understanding of accepted child development theories
to the observations 8
(c) Comparison of evidence with the development of the average child or other children of
the same age 4

Analysis and Evaluation 15 marks

(a) Comment on the appropriateness and effectiveness of the methods chosen 6
(b) Identification of the strengths and weaknesses of the study and of how the weaker work
could have been improved 6
(c) Awareness of opportunities for further developments 3
Total 50

Practical Investigation
Introduction 15 marks
(a) Selection of area of study and reasons for choice 5
(b) Suggested methods for acquiring information 5
(c) Planning and organisation (techniques and equipment necessary) 5
Application 20 marks
(a) Evidence of a range of investigative procedures 7
(b) Application of knowledge and understanding of accepted development theories (of the
area chosen) to the observations made 7
(c) Production of a leaflet or a poster etc., suitable for new parents or other interested
parties, based on the findings from the investigation 6
Analysis and Evaluation 15 marks
(a) Comment on the appropriateness and effectiveness of the investigatory procedures
used 6
(b) Comment on the strengths and weaknesses of the investigation, on how the
weaker work could have been improved and on the outcome of the investigation
(the leaflet or other acceptable product) 6
(c) Awareness of opportunities for further developments 3
Total 50

Check this video and it gives you an idea of what Rosenhan´s study was about.
Please post comments.