Hipersensibilidad sensorial en el entorno escolar. La experiencia escolar de Isabel y Emmit.
Abstract
Las características sensoriales de los entornos escolares de aprendizaje pueden limitar la participación y el rendimiento escolar de muchos estudiantes con Trastornos del Espectro Autista (TEA). Esta realidad, poco conocida por el profesorado, ha influido en los procesos de aprendizaje experimentados por Isabel y Emmit (dos personas diagnosticadas de Síndrome de Asperger). Con el propósito de conocer la experiencia escolar de Isabel y Emmit hemos planteado una metodología de investigación narrativa-biográfica. Para ello, se han realizado un total de 16 entrevistas individuales y grupales en profundidad, las cuales nos ayudado a construir los relatos de vida de Isabel y Emmit. Del análisis de dichos relatos han emergido una serie de categorías emergentes, de entre las cuales en el presente trabajo se abordan aquellas evidencias vinculadas con las experiencias escolares hipersensoriales de carácter auditivo y táctil. Sus relatos nos transportan a un entorno escolar sobrecargado de estímulos sensoriales que ha limitado su capacidad de atención y rendimiento académico, y que les ha generado un estado de hipervigilancia, inquietud y estrés. Considerando que la eliminación y/o reducción de los estímulos sensoriales precisa de una evaluación sensorial y de un proceso de toma de decisiones organizativas, la colaboración entre el profesorado, las familias, el centro educativo y las administraciones educativas resulta crucial para desarrollar medidas efectivas y disponer de recursos materiales que contrarresten o eliminen los estímulos que generan hiperreacciones sensoriales en el alumnado con TEA.
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