La enseñanza del español como lengua extranjera a estudiantes con Trastorno del Espectro Autista
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El objetivo de este artículo es abordar la enseñanza del español como lengua extranjera (ELE) a estudiantes con diagnóstico de Trastorno del Espectro Autista (TEA) en la escuela secundaria. La enseñanza inclusiva de la lengua española requiere un diseño de programa curricular que considere el estilo de aprendizaje atípico del estudiante con dicho diagnóstico para generar las configuraciones de apoyo que andamien su aprendizaje en lenguas. Para ello, es necesario conocer el perfil lingüístico-comunicativo de los estudiantes con TEA, que se deriva de su condición diagnóstica. Finalmente, se propone un modelo de enseñanza para una didáctica inclusiva específica del TEA en el aula de español que contempla la labor educativa cotidiana con los docentes de materia y el docente sostén-apoyo a la inclusión.
Abstract
The objective of this article is to address the teaching of Spanish as a foreign language (SFL) to students diagnosed with Autism Spectrum Disorder (ASD) in high school. In order to teach the Spanish language in an inclusive way, a curriculum program design that considers the student's atypical learning style with this diagnosis is required to generate the support configurations that scaffold their language learning. For this, it is necessary to know the linguistic-communicative profile of the students with ASD, which derive from their condition. A teaching model is proposed for a specific inclusive didactics of ASD in the SFL classroom that contemplates the daily educational work with language teachers and the student’s tutor.
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