Best Pedagogical Practices for children with Autism Spectrum: Conscious Discipline as an alternative

Abstract

The educational process requires teachers’ commitment and preparation to provide an inclusive education that allows the well-being of children with Special Educational Needs, which might be associated or not with disability. Autism is considered a neurodevelopmental disorder, it needs to be diagnosed at an early age in order to generate a timely and pertinent intervention in the school, family, and social environment, based on the level of severity, for each person manifests different symptoms. This condition has been accepted as a reason for inclusion and as a topic of interest because its prevalence and increase. For this reason, psychoeducational interventions used in other countries that compromise the social, emotional and communicative area stand out. However, it seeks to highlight the importance of conscious discipline as an alternative methodology adjusted to the Ecuadorian context and quality of life. Considering this situation, regarding the methodology, the research type is descriptive-exploratory. A systematic search has been carried out under different parameters, equations, and search codes, which have made it possible to frame studies within the last five years. The results of the research are analyzed from a comparative table that presents the psychoeducational intervention practices used at the global, regional, and local levels. Ecuador has adapted methodologies applied in the world as intervention processes, which are considered a work alternative; however, the study takes into consideration conscious discipline as a methodological strategy to care for children with autism, given that it stimulates self-regulation processes through love and empathy.