FAMILY EDUCATION FOR THE GRANDPARENTS OF CHILDREN OF THE FIRST CHILDHOOD WITH AUTISM

Abstract

The educational attention to 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 the present work it was necessary to characterize the initial state of the family education process to the grandparents of the children of early childhood with autism in the school. The application of empirical instruments, with predominance of the qualitative, revealed that the school does not always take into account the grandparents in the family education activities, despite the significant attendance of them in the activities. On that basis, an educational strategy was built in practice that has four stages, each one contemplating tasks that function as a dialectical spiral. They are articulated in a system of educational, participative and flexible actions that allow family education to the grandparents of children of early childhood with autism. The strategy allowed grandparents to have a leading role in the educational process of their grandchild from early childhood with autism.