Diseño de programa de intervención para trabajar la Educación Emocional en alumnado con TEA

Abstract

[ES]El Trabajo de Fin de Grado que a continuación se presenta ha consistido en el diseño de una propuesta de intervención mediante la cual distintos profesionales de la educación podrán trabajar la Educación Emocional en sus alumnos con TEA de entre 8 y 10 años. Las personas con TEA presentan unas características propias que hacen que se encuentren con dificultades en el ámbito emocional, sobre todo en la comprensión de las emociones, tanto propias como ajenas. Aunque hay un gran número de profesionales dedicados a trabajar con el colectivo de personas con TEA, en ocasiones la Educación Emocional queda relegada a otros ámbitos de la vida. Por ello, este programa pretende poner en el punto de mira la Educación Emocional en las personas con TEA, mejorando su comprensión y como conclusión, se ha observado que, aunque se menciona la necesidad de educar a las personas con TEA en las emociones, son pocos los programas que podemos encontrar en diferentes fuentes de información, siendo la gran parte TFG o TFM. Por ello, espero que mi Trabajo de Fin de Grado contribuya a una mayor visibilidad del trabajo de las emociones en las personas con TEA.

[EN]The present Bachelor’s Thesis consists of the design of an intervention proposal through which various education professionals can work on Emotional Education with students with Autism Spectrum Disorder (ASD) between the ages of 8 and 10. Individuals with ASD present specific characteristics that often lead to difficulties in the emotional domain, particularly in understanding both their own emotions and those of others. Although there are many professionals working with people on the autism spectrum, Emotional Education is sometimes relegated to secondary importance in favor of other areas of development. Therefore, this program aims to place Emotional Education at the center of attention for individuals with ASD, enhancing their ability to understand and manage emotions, and consequently, improving how they relate to themselves and to the world around them. To this end, a literature review on Autism Spectrum Disorder and Emotional Education was conducted, ensuring that the sessions within the intervention program are based on solid theoretical foundations that support the achievement of the proposed objectives. All educational materials and activities included in the intervention have been self-designed, taking into account the particular needs and cognitive processing style of individuals with ASD. In conclusion, although the importance of emotional education for individuals with ASD is acknowledged, there is a scarcity of specific programs available in the literature, most of which are Bachelor's or Master’s theses. Therefore, I hope that my work contributes to greater visibility and recognition of emotional education as a key area of intervention in the field of ASD.