Abstract:

Over the last decades, frequently, a change in the educative system is necessary. This has to adapt diverse and change society. Traditional teaching processes are abandoned; which teacher was a creator of learnings, to consider students as active agent about his own learning.

The main objective of this study is to evaluate and assess an inclusive experience of a student with Autism Spectrum Disorder (ASD) included in a group of students of early childhood education in different educative contexts (for example, classroom and playground). Our proposal, from a cooperative methodology, aims to improve social skills and student inclusion with ASD, awakening their classmates’ prosocial behaviors.

We report, through a case study, the findings obtained by different instruments and informants to allow triangulation and increasing the credibility of the results: teachers’ diary, teacher of therapeutic pedagogy’s diary, interviews with people emotionally and socially near to the student with ASD, photographs, video, and an assessment form shared and dialogue by the participants (the child and his classmates).

The results obtained are discussed as the scientific literature and educational implications of this type of intervention, from two perspectives:
1) the inclusion of students with ASD
2) group cohesion.

Keywords:

Autism Spectrum Disorder, Cooperative learning, Inclusion, Prosocial behaviors, generalization, self-determination.