Using playful learning methods to support a third-grade student with autism in elementary education
DOI:
https://doi.org/10.62697/rmiie.v5i1.292Keywords:
Autism spectrum, classroom attention, educational inclusionAbstract
This case study is conducted at the Escuela de Educación Básica Eugenio Espejo, located in the canton of Naranjito, Zone 5 of Ecuador, and analyzes the effectiveness of Divertiaprendizaje, a playful and inclusive methodology designed to strengthen attention, participation, motivation, and functional communication in a student with autism spectrum disorder (ASD) enrolled in the third year of Basic Education. ASD is a neurodevelopmental condition characterized by differences in social communication, repetitive behavior patterns, specific interests, and a distinct way of processing information and emotions. Therefore, it requires structured, visual, and predictable learning environments that facilitate comprehension and participation. The intervention follows an A–B design (baseline and implementation), using strategies based on brief and engaging activities, visual supports, gamified micro-challenges, and positive reinforcement, aligned with the principles of Universal Design for Learning (UDL). Structured classroom observation instruments and brief curricular measures are applied to analyze changes in sustained attention, time on task, emotional self-regulation, and collaborative participation. The implementation of Divertiaprendizaje is expected to promote a significant increase in motivation, autonomy, and social integration, constituting a viable, low-cost, and high-impact pedagogical alternative for inclusive educational contexts within the Ecuadorian public system.
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