Design of classes and activities that promote social interaction and collaborative learning for children with autism

Abstract

The purpose of this research is to evaluate how the design of specific classes and activities can influence the social interaction and collaborative learning of children with autism. It seeks to identify effective strategies that promote active participation, improve communication skills and collaborate in the development of social and academic competencies. To achieve this, a mixed methodological approach was used that combined qualitative and quantitative methods, providing a comprehensive understanding of the impact of educational interventions. The qualitative methodology allowed for an in-depth exploration of the experiences and perceptions of children, educators, and families through observations, interviews, and field diaries. In parallel, the quantitative methodology facilitated the precise measurement of the impact of the activities through structured questionnaires and observation scales. This combination of approaches provided a holistic view on how the designed activities affect social interaction and collaborative learning. 85% of teachers and 78% of parents observed improvements in children's social interaction, with greater communication and openness in relationships. In addition, 80% of teachers and 72% of parents noticed an increase in collaboration during group activities. 75% of teachers reported a positive impact on collaborative learning. Overall satisfaction was high, with 80% of parents agreeing with the changes observed. However, 40% of teachers faced challenges in adapting activities to different abilities, and 30% of parents suggested greater personalization to address individual needs.