<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-8550</journal-id>
<journal-title><![CDATA[IE Revista de investigación educativa de la REDIECH]]></journal-title>
<abbrev-journal-title><![CDATA[IE Rev. investig. educ. REDIECH]]></abbrev-journal-title>
<issn>2448-8550</issn>
<publisher>
<publisher-name><![CDATA[Red de Investigadores Educativos Chihuahua A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-85502018000200009</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El juego como estrategia para el desarrollo del lenguaje en un niño con Trastorno del Espectro Autista desde el ámbito de la educación inclusiva]]></article-title>
<article-title xml:lang="en"><![CDATA[Playing as a strategy for the development of language in a child with Autism Spectrum Disorder from the scope of inclusive education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Moreno]]></surname>
<given-names><![CDATA[Claudia Ximena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Rosario Escuela de Medicina y Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[Bogota&#769; ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>9</volume>
<numero>17</numero>
<fpage>9</fpage>
<lpage>31</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-85502018000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-85502018000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-85502018000200009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este artículo es explicar de qué manera el juego se constituye en una estrategia que posibilita el desarrollo del lenguaje en su función comunicativa, mediatizadora y reguladora en un niño de cuatro años con trastorno del espectro autista (TEA), desde el ámbito de la educación inclusiva en la transición de la edad preescolar a la escolar. Esta investigación es de diseño pretest-postest. La intervención se fundamentó en la estrategia del juego y tuvo una duración de tres años. El proceso interventivo requirió de la realización de ajustes específicos en el aula a la que asistía el estudiante con TEA, considerando sus necesidades de desarrollo. Estos ajustes se dirigieron al uso de diversas herramientas culturales en el ámbito educativo (dibujos, llavero de imágenes, gestos) por parte de la docente para ayudar al niño a comprender la importancia de aprender a comunicarse con los otros estudiantes. Los resultados demostraron que, en el juego, la función comunicativa posibilita el desarrollo de las funciones mediatizadora y reguladora del lenguaje en el niño en el marco de una educación inclusiva. Además, el juego como estrategia ayuda en el desarrollo de conductas prosociales o altruistas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this article is to explain how playing is constituted as a strategy that enables the development of language in its communicative, mediating and regulatory roles in a 4-year-old child with Autism Spectrum Disorder from the scope of inclusive education in the transition from pre-school to school age. The design of this research is pretest-post-test. The intervention was based on the strategy of playing and lasted three years. The intervention process required the realization of specific adjustments in the classroom where the student with Autism Spectrum Disorder attended considering his development needs. These adjustments were directed to the use of various cultural tools in the educational field (drawings, keychain images, gestures) by the teacher to help the child understand the importance of learn to communicate with other students. The results showed that in playing, the communicative function enables the development of the mediating and regulating functions of the language in the child within the framework of an inclusive education. In addition, playing as a strategy helps in the development of pro-social or altruistic behaviors.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[juego]]></kwd>
<kwd lng="es"><![CDATA[lenguaje]]></kwd>
<kwd lng="es"><![CDATA[trastorno del espectro autista]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[interacción social]]></kwd>
<kwd lng="en"><![CDATA[playing]]></kwd>
<kwd lng="en"><![CDATA[language]]></kwd>
<kwd lng="en"><![CDATA[Autism Spectrum Disorder]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[social interaction]]></kwd>
</kwd-group>
</article-meta>
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