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How is Defined ASD in the DSM-5

The DSM (Diagnostic and Statistical Manual of Mental Disorders) as its name says, is a diagnostic and statistical manual of mental disorders, edited by the American Psychiatric Association (APA). The purpose of this manual is to classify mental disorders as well as provide clear descriptions of the different categories in which these are, so it can be useful for different clinicians and researchers in the health sciences fields. The latest edition is the DSM-5, and what its intended with its implication is that it becomes more dynamic when it comes to incorporating new scientific discoveries. This is very useful when it comes to making a medical diagnosis, studying one of the different disorders in it or sharing information to treat them.

The autistic spectrum disorder in the DSM-5

First of all, it is necessary to point out that the previous version of the DSM defined autism and its associated disorders as “pervasive developmental disorders” (PDD), while in the recent version (DSM-5) the term definition has been substituted for “autism spectrum disorder” (ASD), and has been included in the neurodevelopmental disorders category.

This said, below you’ll find detail information about the diagnostic criteria for autism spectrum disorder, provide by the American Psychiatric Association:

A. Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history.
1. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.
2. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.
3. Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to the absence of interest in peers.

B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history.
1. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases).
2. Insistence on sameness, inflexible adherence to routines, ritualized patterns or verbal-nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take the same route or eat food every day).
3. Highly restricted, fixated interests that are abnormal in intensity or focus (e.g, strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interest).
4. Hyper or hyporeactivity to sensory input or unusual interests in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).

C. Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life).

D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.

E. These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. Intellectual disability and autism spectrum disorder frequently co-occur; to make comorbid diagnoses of autism spectrum disorder and intellectual disability, social communication should be below that expected for general developmental level.

NOTE: individuals with a well-established DSM-IV diagnosis of autistic disorder, Asperger’s disorder or pervasive developmental disorder not otherwise specified should be given the diagnosis of ASD. Individuals who have marked deficits in social communication, but whose symptoms do not otherwise meet criteria for autism spectrum disorder, should be evaluated for social (pragmatic) communication disorder.

The DSM-5 has also included a table that shows different severity levels for autism spectrum disorder as well as the help required for each level, these are:

Level 1: “Requiring support.”
Level 2: “Requiring substantial support.”
Level 3: “Requiring very substantial support.”

Autism is a complex neurobehavioral condition, therefore, is understandable that information about this condition is constantly being updated, but what’s really important about these updates, is that with each one we learn how to help people with autism in better ways, so it’s essential to keep up with the DSM information about ASD.


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How to Teach a Child With Autism

Autistic spectrum disorder, a complex neurobehavioral lifetime condition, it’s easy to notice that kids with this condition are quite different: they pay attention to unusual stuff, seem more interested on particular things, show different reactions to common events or behave in particular ways; the difference they have compare to most of the kids are pretty noticeable, therefore, their way to learn its different too. For this reason, it is necessary to find the best way to teach a child within the spectrum.

Teaching a child with ASD

If you have a child with autism and you want to know the right way to teach him or her, you’re in the right place; we’re going to give you a few advices to make that possible.

1) Be mentally prepared

The first thing you should do is prepare mentally, you have to be conscious it won’t be like teaching other kids, it might be harder, but that doesn’t mean it’s impossible, not at all, it just means it will be necessary to apply different teaching strategies depending on the kid behavior.

2) Pay attention to details

Depending on the autism level, the child will not always verbally express their doubts, nevertheless, they tend to make particular gestures that can make us realize whether they understand what we’re teaching or not. Children within the spectrum don’t have only a way to behave, therefore, you need to be patient and pay attention to the kid behavior to find a way to understand what is happening in his head.

3) Apply visual strategies

For a child with autism, understanding what other people verbally say can be complicated; for this reason, we should try to use as many images as possible. Visual aid is usually more useful than verbal. Pictures, drawings, symbols, photographs, all of these are elements that can considerably effective on kids with ASD. It is worth mention that this doesn’t mean teaching only through words is not effective, but is undoubtedly better to support words with images.

4) Don’t be afraid to use tech

Technology alternatives can be used to facilitate learning. It is easier and less tedious for a boy or girl to press buttons and touchscreens than to write with a pencil on a piece of paper; and, since we seek to make teaching as effective as possible, it is important to consider this method. Plus, in today’s world, there are many pc programs or apps that are centered on helping them to develop different abilities; so without a doubt, those are worth to take a look at.

5) Keep them motivated

They can show a lot of disinterest in learning new tasks; for this reason, it is important to make teaching as dynamic as possible. Congratulate them every time they do something well; smile constantly; show a positive attitude at all times and if the lesson allow it, carry out some kind of learning game. The more dynamic the sessions, the more motivated they will be, therefore, the faster they’ll learn.

6) One step at a time

Patience is important. Is essential not to overload the child with complicated steps to follow; on the contrary, you must teach one thing at a time, Is truth that the learning will be slower, but at the end of the day, it will also be more effective, and that’s what’s really important. Kids with autism can be really interesting people, even though on simple sight they might seem less capable, there is no doubt they can reach incredible goals, but all of that starts with the teaching.


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Does your favorite artist live with autism?

ASD (autistic spectrum disorder) is a complex neurobehavioral condition; in some people, it is noticeable, while in others, it is present in such a way that it can go unnoticed. Many artists today have been diagnosed with autism at some point of their lives, some of them are very important figures (perhaps even one of your favorite artists has this condition, and you have not realized it). Here we bring you some artists who have lived with autism.

Artists who have lived with autism

Michael Jackson

The King of Pop, Michael Jackson, was one of the most influential people that ever existed. Singer, composer, record producer, dancer, actor, and philanthropist, MJ was simply a musical genius, but what a lot of people doesn’t know is that he might have had Asperger syndrome; though is not confirmed, certainly the traits in his personality -like being withdrawn, shy, and very sensitive- seem to point that way.

Courtney Love

The charismatic Courtney Love is known for being a singer-songwriter, guitarist, and actress; according to her Wikipedia biography, at age nine, a psychologist noted that she exhibited signs of autism, something that never stopped her from doing what she loves. In the 90s, she attracted a lot of media attention consistently for its impetuous and frank personality, and though she was a controversial character, as an artist and fashion icon she was always respected.

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#tbt 1996. Meisel.

A post shared by Courtney Love Cobain (@courtneylove) on

Woody Allen

Woody Allen is a very respected figure. With a highly successful career on his back, the actor, screenwriter, writer, playwright, film director, and comedian -who is also a four times Academy Award winner- is already an icon, and though it has never been explicitly said that he is on the autism spectrum, different experts seem to agree that that’s likely the case.

Woody Allen – Photo By Merrick Morton, © 2012 Gravier Productions, Inc.

Posted by Woody Allen on Wednesday, August 17, 2016

Tim Burton

It may not be publicly confirmed that Tim Burton has ASD, but he has acknowledged that Edward Scissorhands, one of his most famous films, has a lot of autobiography due that it describes the isolation he suffered when he was a child; in addition, his ex-wife Helena Bonham Carter, said that she noticed signs of autism in the artist. In any case, Tim Burton is a director, producer, writer, and American cartoonist very loved by his fans and the media. The vast majority of Burton’s works have a very marked style that differentiates them from other movies, classics such as The Nightmare Before Christmas and Big Fish are already cult films.

An elephant will fly! Photo by Leah Gallo Photography LtdPRODUCTION UNDERWAY FOR TIM BURTON’S “DUMBO”Live-Action…

Posted by Tim Burton – Official Page on Saturday, July 29, 2017

Bill Gates

Bill Gates may not be an artist exactly, but his achievements are so incredibly remarkable that it’s worth mentioning him. Is common known that Gates has always been a meticulous and methodical person, he tends to show continuous equilibrium movement when he’s concentrated; plus, he has a monotonous way of speaking and is not unusual for him to avoid eye contact. Despite all of that, he’s one of the most important figures of our time: the Microsoft co-founder is one of the richest men alive.

autism and artist

Autism is in everywhere, no matter what’s your profession.


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Autism Soccer Walk Register. Recruit. Results

Event details

Join us Saturday April 6 th , 2019 to celebrate Autism Soccer Awareness Week in the
State of Florida and National Autism Awareness Month.
We invite everyone to come as we take this excellent opportunity to promote sports
inclusion and autism awareness.

Thank you ALL for your support and we will see you there, and remember to PLAY


Saturday, April 6th, 2019


8:30 AM Registration – Check-in Open
10:00 AM Walk opening ceremonies and Stage program
10:30 Walk begins (1.5 mile loop, begins and ends)


401 E 65th St, Hialeah, FL 33013


Oscar Amuz
+ 1-305-469-0895

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Is to teach children in the autism spectrum disorder and other abilities soccer
skills in a supportive environment, develop a life-long love for exercise, while
having FUN! Through Autism Soccer (AS), children learn that with training, confidence and love anything is possible.

We have been working with children with Autism Spectrum Disorders for the past 6 years. Amused by the results on the behavior and development of the kids on the spectrum who practice the sport of soccer we decided to take a step further and create not only a weekly class program also a foundation who’s mission is create and promote inclusion on sports for the kids on the spectrum.

Letter from the Founder

Autism Spectrum Disorder awareness is not just a month a year, it’s such an important cause it should be a constant reminder every day of the year, but on April 6, 2019 in Miami, Fl we will heard!

We need reforms and changes in our society to help include these kids as part of our everyday lives and give them an oportunity to be part of the sports as well; Help our children to be heard and came to walk with us!

Autism Soccer is constantly working on the kids inclusion specially on sports programs, through different projects and pilot iniciatives, it’s something that needs to be done and can not be ignore anymore.

Inclusion for autistic kids in sports has to be a human right as citizens of the world. Sports organizations and clubs have to start to give them a place an adapt to a society with Autism.

All is needed it is love, patience and compassion to create room for those whose abilities might be a little diferent than ours.

Join our campaign, on April 6, 2019 Miami Fl. Let’s walk for our future of sports inclusion! Walk with Autism Soccer for inclusion on sports for autistic kids. Your contribution will make a difference, feel free to volunteer with us, contact us!

Thank you very much


Oscar Amuz
Autism Soccer

Voices of Autism Soccer Walk

Mr. Carlos Valderrama “El Pibe” & Mss. Elvira Redondo

About the Autism Soccer Walk

The success of Autism Soccer Walk depends on the dedication and support of its volunteers.

Volunteers can assist in many different ways, please contact us for more information:, 305-469-0895

Some of the tasks are: Handing water to participants, Security aids, registration, event organization , and much more.

Feel free to create volunteer teams at work or with your family and friends we will assign a task that fits your group and try our best to keep you together. Please register online.

Volunteer as Individual! There are many ways can you are helpful to our walk the list of task will be assign the day of the event but your contribution will make a great impact on our success.

If you decide to become a volunteer the day of the walk go to our registration table and someone will guide you and take you with the person in charge.

The autism soccer committee is crucial for the success of our walk. These are individuals who volunteer before our walk and work on the  success of our event program.

The most important roles of the committee are not limited to media outreach, corporate sponsorship, community outreach and much more.

If you interested in participating or will like to become and be part of our committee please contact us at

What is SCORE A GOAL program?

The SCORE A GOAL recognizes fundraisers for Autism Soccer Walk who raises at least $500 or more prior to or at Walk day.

Members receive special benefits that may include:

  • Names listed on Autism Soccer Walk website
  • Special recognition at Autism Soccer Walk and Awards Reception
  • And many more benefits!
  • Add your name to the list!

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3 Documentaries That Will Help You Better Understand Autism

Autism spectrum disorder is a complex condition, there’s a lot of things about it that people don’t know; but once they have a better understanding of what living with autism is like, they’ll realize is not a simple thing to live with. It is important to know that many of the things that are said about people with autism are not true, this way, it will be easier to sympathize and relate to them, which can have a very positive impact on the person who has the syndrome, as in the person who learns about it.

Documentaries that will help you understand autism

Sometimes, just reading about it is not enough to understand what living with ASD can mean. Luckily, documentaries can be highly educated. Here are 3 options that will give you a clearer view of the world of autism spectrum disorder.

Understanding Autism – A short documentary

On December of 2015, the humanitarian charity foundation Teebah Foundation, released this documentary to English people on what this life-long disorder is all about, as well as to shine a light on how it is to live with autism. The documentary offers an interesting perspective as it gathers information from an interview with a young girl living with ASD as her mother, who describe their own challenging experience throughout the years. It is currently available on YouTube and has more than a hundred thousand views, as it continues to inform and touch the hearts of many people all over the world, claiming that “it is non-autistic people that need to change, not the autistic ones.”

Autism In Love

One of the questions that come up when talking about people with autism is: how do they lead their romantic life? This documentary shows multiple personal experiences of adults with ASD, showing how they overcome the obstacles present when establishing a long term relationship even when their social skills are not the best. The purpose of the film is to demonstrate that having a neurobehavioral condition is not an impediment to have a romantic life the same way as any person.

Life, Animated

Based on a praised book by journalist and author Ron Suskind, this acclaimed documentary was released in 2016 by the Academy Award-winning director, Roger Ross Williams. The film tells the story of Owen Suskind, a kid who was diagnosed with autism at the age of 3. Owen’s parents were hoping that despite his condition, he would find some way to interact with the world in a meaningful way, but as time passed, they were slowly losing hope. A good day, that meaningful way came with the Walt Disney movies. That’s right, Owen battled with autism and learned how to communicate with other people through Disney films. An extremely touching story and a wonderful work to communicate what autism means for the person who has the syndrome and for their family; it results in an extraordinary documentary that is worth watching.

Understand autism

Use some art tools to make autism easier to understand.


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¿Cómo funciona el proceso de aprendizaje para los niños con autismo?

Existe la creencia de que los niños con autismo no aprenden o no quieren aprender lo que les estamos enseñando. Esto no puede estar más equivocado, la verdad es que ellos tienen su propia forma de atención: dentro de sus cabezas las cosas no funcionan de la misma forma a las que estamos habituados, por lo que hoy queremos darte una pequeña introducción a su proceso de aprendizaje.

Una forma distinta de ver el mundo

El trastorno del espectro autista -o TES como también se le es conocido- es un síndrome que se origina en la malformación de las neuronas durante el desarrollo del bebé en el vientre. Esta condición afecta durante toda su vida al paciente impidiendo que desarrolle ciertas habilidades de forma tradicional. Esto no quiere decir que sean discapacitados o algo por el estilo; en muchos casos, los niños con autismo suelen ser personas brillantes y amigables.

El reto consiste en enseñar correctamente las normas, habilidades y buenas conductas de la sociedad debido al funcionamiento particular de su cerebro. Es decir, su proceso de aprendizaje es muy distinto, por lo que muchos profesores y padres podrían sentirse muy frustrados al respecto. Por fortuna, existen diversas formas de enseñanza para la buena educación de estos chicos; a continuación, vamos a explicarte un poco sobre esto.

Un proceso distinto

El desarrollo de nuevas habilidades y conocimientos no puede consistir en la simple repetición de ideas y procesos de forma constante. Ellos sencillamente no están programados para aprender de esa forma. De igual manera, necesitan saber por adelantado lo que harán para que no se sientan frustrados o estresados al respecto. Esto les permite, además, enfrentarse a los retos que se les presenten con un mejor semblante y una actitud más calmada.

Un detalle particular del autismo es que los pequeños pueden presentar ciertas hipersensibilidades a ciertos estímulos, como sonidos, colores y sensaciones corporales. Cada niño debería tener su propio modelo de enseñanza y lo que se le esté impartiendo debe ser reforzado tanto en el hogar como en su colegio.

Una vez que hayamos encontrado cuáles son las dificultades que puede presentar, se deben plantear actividades diversas que ayuden a su inclusión: terapias de habla y ocupacional, enseñanza de valores y habilidades del día al día son algunas de las más recurrentes hasta los diez años. Cada una de ellas no debe ser muy difícil para que no pierdan el interés tras sentirse frustrados, pero tampoco deben ser muy simples, de modo que siempre tengan algo con qué entretenerse.

Una forma ideal de enseñar es asociar cada tema con sus gustos: en muchos casos, la lectura o los dibujos son los más recurrentes en niños con TES, por lo que el proceso de aprendizaje de estos chicos debe estar orientado a estas prácticas. Así, aseguramos que disfrute lo que esté haciendo y que siempre esté aprendiendo cosas nuevas.

Un punto clave para los que ya son un poco más grandes está representado por las actividades grupales: debemos inculcarles el valor de la interacción social para el buen logro de ciertas tareas. Además, le guiaremos a comunicarse de forma correcta con los demás y así poco a poco ir integrándolo a nuestro entorno. Hay que tener paciencia, por supuesto; en muchas ocasiones no comprenderán del todo las razones de algunas acciones, por lo que algunos berrinches podrán ser esperados.

El proceso de aprendizaje de los niños con autismo es sin duda un poco más lento que el de los niños neurotípicos, pero con el tiempo verán las recompensas de haber tenido tanta paciencia y haber insistido con todo durante los años. El amor y el compañerismo que ellos dan es inmenso, y si les enseñamos muy bien, incluso podremos aprender de ellos.

conoce el proceso de aprendizaje

El proceso de aprendizaje en los niños con autismo funciona de una manera distinta, ¡conócela!


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4 Videos That Will Make You Experience a Sensory Overload

Have you ever experienced sensory overload? Well, if you haven’t heard about it, your answer would probably be “no,” but after reading this article, you may change your perspective. The fact is that most of us have experienced sensory overload at some level at least once in our lifetime, although it is particularly associated with certain conditions like the autism spectrum disorders.

What is Sensory overload?

Sensory overload occurs when something around us stimulates at least one of our senses in an extreme way, making us feel highly uncomfortable. Have you’ve ever been to a party where the music is too high? Or a classroom where everyone is making too much noise? Sometimes in situations like those, we cannot help feeling deeply overwhelmed, the situation is just more than we can take, and we just want to get out of there and go to some place quite. That’s what sensory overload feels like.

Generally, it’s easy to escape the discomfort; if a smell is what’s bothering us we may walk away, if too many people are talking at the seam time we can use headphones or leave the room, but the fact is, when it comes about kids, especially kids with ASD, it’s not that simple to get away from these situations, because things that are part of our daily life can be the ones that make kids with ASD feel sensory overloaded.

In what situation can a sensory overload happen?

It is important to know that sensory overload triggers are not always the same for everyone, it depends on each person, but regardless, there are some common triggers when it comes to children with ASD and pretty much kids in general:


Rooms full of noises are a common factor that can trigger a sensory overload episode.It doesn’t necessarily have to be lound noises: certain people’s voices, the ringing bells of a church, the noise of the cutlery against the dishes on a restaurant, or even the unusual echo of a public bathroom can make a kid feel overwhelmed.

Bright lights

Bright lights can be more than annoying for kids; city lights or cars headlights are often usually a nuisance that depending on the sensitivity of the child, can be a strong trigger.

Unfamiliar surroundings and strangers

We should always keep in mind that sensory overload is linked with anxiety, unknown places tend to be a reason for kids with ASD to worry, also, these kids tend to feel intimidated by people that they haven’t meet before, even when they are been polite and kind.

Sometimes the things that can disturb them to the point that they feel sensory overload are not easy to perceive, therefore, we need to pay special attention to the way they react to particular surroundings and situations.

How can we help?

Talk to them: Pay attention to their usual triggers, once you’ve known them, let the kid know that you are aware of it, and you will be there to help them anytime they feel overwhelmed. For example: if you have realized that your kid doesn’t feel right on crowded places, make sure to tell him there’s no problem with going to a quiet place. Plus, the communication will create increase the bond of trust between the kid and you, and he will be more likely to try to let you know when he feels uncomfortable.

It’s important to be prepared: Kids with ASD doesn’t tend to enjoy unusual spontaneous activities, so try to avoid them every time you can, instead, make sure to have a plan and share it with the kid, that way he’ll be prepared for the upcoming event. For example, if you’re taking him to a store, let him know hours before, that way he can prepare himself for it, this way, you reduce the probability of a sensory overload episode.

It’s true that it can be hard to fully understand, and there are times where an image can say more than words, therefore, we are going to leave four links that will guide you to different videos, where each video will help you get a clearer idea of how sensory overload feels like.

Sensory Overload



Sensory Overload Simulation – What is it like to be extremely sensitive in daily situations?



Can you make it to the end?


Autism and sensory sensitivity

how to control sensory overload?

Sensory overload is not an easy thing for children, we have to help them to avoid hard moments and stress.


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Ayuda a tu hijo a desarrollar habilidades matemáticas

El trastorno del espectro autista (TEA) es una condición neuroconductual que hoy en día tiene una gran porción de la población, y a pesar de que esta ya no es tan poco común como hace algunos años, hay muchas cosas que la mayoría de la gente no sabe con respecto al tema; una de las dudas que abundan (en especial en los padres) es cómo asegurarse de que sus hijos con TEA tengan una enseñanza adecuada. En este artículo nos enfocaremos específicamente en el desarrollo de habilidades matemáticas.

Desarrollar habilidades matemáticas en pequeños con TEA

Antes que nada, hay que saber que no todos los individuos en el espectro presentan exactamente las mismas características. Es cierto que la dificultad para aprender habilidades sociales es una constante; sin embargo, la problemática en cuanto a la adquisición de habilidades matemáticas puede variar bastante. De este modo, existen niños personas que pueden entender sobre la materia sin problemas significativos, y otras que requieren que se apliquen diferentes métodos de enseñanza.

La principal razón por la que estos no aprenden mediante los mismos sistemas se debe principalmente a que su manera de percibir las cosas no es la misma. No es que el infante tenga problemas de aprendizaje a priori, es sólo que no aprende de la misma manera. El hecho de que su cerebro funcione de manera distinta al nuestro requiere que debamos aplicar métodos alternativos para poder educarlos de manera efectiva.


Lo primero que debemos tener en cuenta es que la comunicación no va a ser fácil. Dependiendo del nivel del TEA, el pequeño no suele expresar verbalmente cuando no entiende algo, pero reprocharle este hecho no será de ayuda; nuestra misión es prestar mucha atención no sólo a lo que dice, sino a las distintas expresiones que pueda manifestar y, de esta manera, deducir cuáles son las dudas que los inquietan.

Utilizar un método de enseñanza más visual que verbal

Hay que ser cuidadoso con el lenguaje a aplicar. Cuando se explican las matemáticas, se suelen usar muchas palabras para dar a entender cómo funcionan; mas, para un individuo con TEA, entender lo que las demás personas dicen de manera verbal es complicado. Por esta razón, debemos intentar utilizar la mayor cantidad de imágenes posibles: la ayuda visual les suele ser más útil que la verbal, por lo tanto, los ejemplos que ellos puedan visualizar al momento de impartir la enseñanza son esenciales para su correcto aprendizaje.

La tecnología puede ser de ayuda

Normalmente las matemáticas se enseñan implementando lápiz y papel, pero teniendo en cuenta que esto requiere que el niño deba aplicar habilidades motoras, se puede usar una alternativa tecnológica para facilitar un poco el proceso. Es más fácil y menos tedioso para él presionar botones y tocar pantallas táctiles, que escribir con un lápiz en un papel, y ya que buscamos que la enseñanza sea lo más efectiva posible, es importante considerar este método.

Mantenlo motivado

Estos pequeños pueden mostrar mucho desinterés en el aprendizaje de nuevas tareas, por esta razón es importante hacer que la actividad sea lo más dinámica posible. Felicítalo cada vez que haga algo bien, sonríe constantemente, muestra una actitud positiva en todo momento, lleva a cabo algún tipo de juego relacionado. Mientras más dinámica sean las sesiones, más motivado estará el alumno y, por tanto, aprenderá más rápido.

Lento, pero seguro

No hay que sobrecargarlo con complicados pasos a seguir; todo lo contrario, se debe impartir una cosa a la vez. De esta manera, aunque el proceso se torne un poco más lento, será más efectivo ya que tendrá menos cosas a las que será necesario prestar atención y consecuentemente se concentrará con una mayor facilidad.

Enséñale mediante la práctica

Si el infante repite tus acciones, este aprenderá a medida que lleve a cabo esta acción. Por ejemplo: ten tres manzanas y dale también tres al niño, haz que él observe y escuche la explicación de cómo si quitas una quedarán dos; luego debe repetir tus mismos pasos intentando concluir lo mismo que tú. De esta forma, poco a poco irá aprendiendo de tus acciones y deduciendo la ciencia de lo que le transmites por sí mismo.

Juegos para ayudar al aprendizaje

Una de las opciones más prácticas que se suelen aplicar no sólo a niños en el espectro, sino a los estudiantes en general, es el aprendizaje mediante juegos. Existen diversos juegos mediante los que se puede incentivar el aprendizaje aritmético. La dificultad de estos dependerá de la lección a tratar, la edad y los conocimientos del pequeño. Además de hacer el aprendizaje más dinámico, los colores que puedan contener estas actividades llamarán la atención.

El TEA no es un impedimento a la hora de desarrollar habilidades matemáticas; de hecho, muchas personas con el síndrome tienen habilidades aritméticas sorprendentes. Por ejemplo, sin el uso de una calculadora, pueden resolver problemas matemáticos en cuestión de segundos. Sólo hay que tener paciencia y motivación para educarlos de la mejor manera posible; de este modo, el día de mañana estaremos orgullosos de las metas alcanzadas por ellos.

habilidades matemáticas y autismo

Poco a poco, con paciencia y dedicación, todo es posible.


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