Steam Education to Empowerment Autistic Children: Exploration of an Project-Based Methodology with Reverse Inclusion

Background: Different studies show that individuals with an autism spectrum condition (ASC) tend to gravitate towards the fields of science, technology, engineering, art and mathematics (STEAM). The approach in childhood to these fields, not only can enhance the talent, also facilitate the development of social and communication skills. Objectives: We describe the vision of our approach and the exploration of a project-based methodology with reverse inclusion.Methods: This methodology was applied in workshops to groups of children between 8 and 15 years old, especially related to robotics, electronics and programming. Data were obtained from a participant observation and analyzed qualitatively. Results: It is important that the groups conform according to interests, and the activities around the project are structured to the maximum, the roles must be defined according to the complexity of the activity and the characteristics of each child. It is convenient to include other activities not structured to facilitate the generalization of social and communication skills. The inclusion of neurotypical children and autistic facilitators is very positive. Conclusions: Our project-based methodology with reverse inclusion It seems to be useful for STEAM education in ASC, this type of approach can to bridge the gap in social inclusion of autism community in developing countries.