Adjusting expectations in our teaching task at Carrilet: a trajectory analysis
DOI:
https://doi.org/10.32093/ambits.vi.62.504981Keywords:
Autism profiles, longitudinal study, protective factors, expectations, psychoeducational goalsAbstract
On the occasion of the 50th anniversary of the Carrilet Educational and Therapeutic Centre, created for the specific attention of children with autism, this article provides an analysis of the evolution paths and the different profiles of the students of the centre, as well as the very conception of children with autism as children who evolve and have the capacity to learn. From this conception and the longitudinal study carried out at the center, the article tries to answer some key questions in our work as teachers: How to understand these children in the classroom? What should be our role? What goals should we set and what should we contribute to their quality of life throughout their life cycle? It will be necessary, based on knowledge of the different profiles and knowledge of each child, to adjust the goals and expectations well to guarantee maximum development and learning, while minimizing the suffering and frustration of all the agents involved and of the child himself.
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Copyright (c) 2025 Núria Farrés, Elisabet Sánchez, Cristina Castelló, Tali Vaimberg, Júlia Miralbell, Marina Mestres
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