Rol del docente y su incidencia en el uso de estrategias multisensoriales

Abstract

The research addresses the problem of the use of multisensory strategies by teachers for students with autism spectrum disorder (ASD) in the “Guayaquil” Basic Education school during the period 2024/2025. A deficiency is identified in the implementation of these strategies, essential for the learning and inclusion of students with ASD. Through direct observations, we analyze how teachers apply these strategies and their impact on the educational process. In addition, interviews are carried out to know the educators' perception of its effectiveness. The main objective is to determine how the teaching role influences the effectiveness of multisensory strategies and their impact on the academic and social development of students. The hypothesis states that an adequate teaching role is crucial for the effective implementation of these strategies. The study is situated in the line of “pedagogy and educational innovation”, contributing to issues of inclusive education and interculturality, emphasizing the importance of teaching actions in teaching students with ASD. Finally, it is concluded that the teaching role fundamentally affects the improvement and implementation of multisensory strategies, which optimizes the learning and inclusion of students with ASD.