FAMILY EDUCATION FOR THE GRANDPARENTS OF CHILDREN WITH AUTISM IN EARLY CHILDHOOD

Abstract

Educational care for people with autism in Cuba is very young. The etiology remains an enigma. However, from the pedagogical sciences it has been shown that the best results have been obtained in the educational context, with the active participation of the family. For this study, it was necessary to characterize the initial state of the family education process for the grandparents of early childhood children with autism at school. The application of empirical instruments, with a predominance of the qualitative, revealed that the school does not always take grandparents into account in family education activities, despite their significant attendance in the activities. On this basis, an educational strategy was constructed in practice that has four stages, each one contemplating tasks that function as a dialectical spiral. They are articulated in a system of educational, participatory and flexible actions that allow family education for the grandparents of early childhood children with autism. The strategy allowed grandparents to play a leading role in the educational process of their early childhood grandson with autism.