Browsing by Author "Méndez Crespo Carlos Daniel"

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    Material didáctico multisensorial basado en el Diseño Universal para el Aprendizaje para fortalecer la lectoescritura de niños con Trastorno del Espectro Autista (TEA) de 6 a 8 años en la Unidad Educativa Liceo Americano Católico
    (Instituto Superior Tecnológico Particular Sudamericano, 2026) Álvarez Fárez Renato Napoleón; Méndez Crespo Carlos Daniel
    This research aims to design multisensory teaching materials based on the principles of Universal Design for Learning (UDL) to strengthen the literacy process in children aged 6 to 8 with Autism Spectrum Disorder (ASD) at the Liceo Americano Católico Educational Unit, located in the city of Cuenca. The study arises from the need for educational resources that respond to the cognitive, communicative, and sensory characteristics of this population, promoting inclusive and accessible education. The research employs a mixed-methods approach, with both descriptive and propositional scope, through the application of techniques such as observation, interviews, focus groups, and surveys administered to teachers, parents, and professionals from the Student Counseling Department (DECE). It's also worth mentioning that we conducted a thorough review of information regarding Autism Spectrum Disorder (ASD), as well as Universal Design for Learning (UDL), which outlines three principles for its development. We also researched inclusive education, the senses, and the implementation of graphic design in education. Following this research period, we proposed designing a game system with educational materials that incorporate the senses, cards, technology, and images. These materials will be created using parameters that ensure accessibility, ease of use, and a design that facilitates student comprehension. The project is based on students identifying letters, combining syllables, and forming words, thereby strengthening their literacy skills. Finally, this project aims to contribute to strengthening inclusive educational practices through graphic design, offering a pedagogical alternative that promotes participation, autonomy, and the development of literacy skills in students with ASD.