▶Talking about psychopedagogical care without talking about planning is like getting stuck halfway. Especially when the action is directed at autistic children, it is necessary to cover several edges in order to successfully carry out the process. On the one hand, we have the so-called instrumental subjects: reading, writing and mathematics, which are the ones we work on regularly; and on the other hand, the dimensions of the autism spectrum, which must also be addressed in the therapeutic process. In this way, care planning must strictly consider each of the needs.

▶This reminds us that the complexity of the development of autistic children must be taken into account as a global and circumstantial aspect, because if we do not understand the nature of the spectrum, our pedagogical actions will be adrift in reference to the positive impact we want to give to our work. Generally, the dimensions described above propose the type of strategies we should choose and the material we should use to convey our intentions in a proactive manner.

▶However, we know that diversity is everywhere and that even autistic children are diverse from each other, so it is another factor to take into account. Addressing similar difficulties in two children, the resources used and the actions aimed at reducing learning problems and/or eradicating them are not the same. This warns us that it is also necessary to know the child in his individuality, his profile of cognitive and sensory skills. To do this, it is essential that we read and take an interest in the reports provided by other specialists.

Following an evaluation process, the psychopedagogical planning process emerges as a central fact, as the way to rationalize and enhance the resources at our disposal to provide the best opportunities to advance in the institutional and personal educational process. That is why it is urgent and necessary that our knowledge about the school curriculum, about the autistic condition and about the child in particular.

If the educational psychologist ensures these angles and is equipped with the necessary knowledge to carry out his intervention, it should promote the competencies on which it has been planned. I understand that putting this process in writing is easier than carrying it out vividly; when we are doing our work, an endless number of complexities arise, some of which even take us by surprise. However, having clear the general aspects and the central actions that help us to conduct the process adequately, anticipates the success of our day.

Both the psychopedagogical evaluation and the planning are aspects that we must zealously try to develop attached to a strict professional and ethical principle. Likewise, from the availability of specialized literature, the interest that we show to decouple ourselves from letters towards well-founded practices, will increase our experience under reliable supports and the credibility before the adequate development of work will guide us along good paths.

Espero que esta información te haya parecido interesante y sobre todo útil. Si gustas, ayúdanos a compartir. Saludos y hasta el próximo viernes, en la columna Perspectivas Psicopedagógicas..