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Sensitization to groups of receiving students

The receiving students of the ordinary center receive awareness through different audiovisual supports (Lorenzo's saucepan, academy of specialists, wheels, María and I, my little brother from the moon). Also highlight the different videos where the students' family members expose first-hand the characteristics, strengths and weaknesses of the students. Through these videos, we make students understand the differences that exist between people, as well as the different characteristics, strengths and difficulties that our students have. The students once explained what autism is and they need help from us, they can ask all kinds of questions to solve their doubts, in such a way that group dynamics are established that break many of the myths that the population has about people with autism. Recipient students greatly appreciate this information received as it helps them better understand the ...

training for the faculty

The faculty of the receiving center receives training about people with autism, their learning difficulties and the best way to facilitate access to training. This training aims to break the myths that still exist about people with autism and especially with their generalized difficulties in different areas of development.

Special support for extraordinary activities

Provide specific and individualized support so that a student can go on an overnight excursion like the rest of their classmates. Individualized support will be in charge of tutoring the activity and helping the student with ASD to adapt with the rest of their classmates before an outing / excursion outside the center and a known and daily situation. We know that for students with ASD, one of their greatest difficulties lies in adapting to new activities, environments and unfamiliar situations, hence such personal support can help them manage, channel and integrate with their peers in new situations and spaces. The results obtained from this activity are extremely positive, since without this support, he could not have enjoyed this activity due to his difficulties in adapting to new environments. The assessment of the family and the well-being of the student ...

directed recess with peer participation

Given the difficulties of people with ASD in regard to social-communication skills, mental inflexibility, recess becomes the time of the school day in which their difficulties can be revealed, especially due to the lack of The structure that this context usually has and the complexity of understanding social interactions. This is why the classrooms that have participated throughout the course sharing recess with ordinary school students, playing regulated and structured games where our students can participate with the rest of the school students. Highlight objectives such as establishing guidelines for the center's professionals, collecting information from the tutors belonging to each student, structuring the environment (visual aids, arrangement of furniture, materials ...), meeting the individual demands of each student at both a communicative and social level are some of the objectives ...

partial integration supported

The complexity of a project of these characteristics is important at different levels, in management, organization, coordination and in the curricular field. Progressively, the mechanisms and structures have been articulated that have made it possible to overcome the aforementioned difficulties. A total of nine students have participated in the program, five of them in the regular classroom and three of them in different classrooms located in the AUCAVI school who have attended in a timely manner throughout the week to participate by sharing spaces and activities with various reference groups. . Among the main objectives of this program, we can highlight those that are personally focused on students, such as improving social and communication skills, acquiring a degree of autonomy and personal self-regulation as high as possible, achieving a greater and better adaptation of behaviors to the environment that surrounds it and generalizes learning to this normalized educational context ...

Coexistence games

This activity consists of a day of awareness, knowledge and coexistence with ordinary students where the Aucavi school has a stable classroom with 5 students. We carry out this activity in order to provide students with positive, real experiences adjusted to their needs that serve as a bridge to create habits of sharing different moments, games and experiences with their peers. The benefit of this activity is also designed for ordinary school students, since they learn different learning rhythms and experiences of empathy with the rest of the students. The main objectives of this activity would be: to obtain positive learning experiences with their peers, learn strategies in social relationships, increase the feeling of competence and training in daily life, share moments of play and leisure, know the different learning rhythms of people and carry out activities in natural environments. ...

signage center

Access to the environments in which we develop our lives is not limited only by physical barriers, but also by psychological, cultural, informational and communicative barriers. Accessibility depends on these varied factors. According to the European concept, accessibility is the condition that makes it possible to arrive, enter, leave, use houses, shops, theaters, parks or workplaces, as well as participate in social and economic activities. When interaction between people is hampered by attitude or environmental barriers, we speak of a lack of accessibility. An open and inclusive society must modify its environment in solidarity to welcome people with disabilities as an enriching part of the community. This is detailed in the United Nations International Convention on the Rights of Persons with Disabilities, in the Law on Equal Opportunities, Non-Discrimination and Universal Accessibility of Persons with Disabilities and, ...

Time Card

The student picks up the 'time card'; the teacher will start the activity or give the main direction from the day to day, the student puts the appropriate day cards on the lower side to the places that write 'yesterday-today-tomorrow'.


OBJECTIVE: Raise awareness about students with ASD about the importance of offering an educational response tailored to their needs. AIMED AT: Students in teaching, speech therapy and master's degrees related to education. TIMING: Throughout the course. The activity that we propose consists of five phases. DEVELOPMENT: Phase 1. Welcome. The trainees are received by the management team in a meeting, where one of the teachers from the specific unit presents the TEA classroom. Phase 2. Presentation of the TEA class. Outside of school hours, students attend the specific unit to receive more detailed information on how it works and the characteristics of the students. Phase 3. One day with ASD. Individually, the trainees spend a working day on the specific unit. Phase 4. Documentation. They are given a folder with bibliography and web pages addressed to the ...



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