Specialists from the Integral Care Center for Disability (CAID) conducted an educational day focused on how art and technology can be transformative tools for autonomy, the development of skills and emotional well -being of people within the autistic spectrum, especially children.
Moderate by Pediatra Yahila de Peña, in charge of the CAID Services Development Department, the activity brought together therapists who shared knowledge, experiences and resources that can be applied by families and caregivers in everyday life.
De Peña called to look at autism without prejudice, with tools that promote real well -being. Beyond the diagnosis, the approach revolved around “putting the appropriate tools to the reach of each child so that they can bloom from their strengths, not from their limitations.”
The participating specialists were Jonatan Pérez Comas, who highlighted the importance of starting from the strengths; Anadi Cream showed how technology can give voice and autonomy; María Eugenia Chahín highlighted the therapeutic value of art and movement. The activity was attended by the national director of CAID, Henry Rosa Polanco.
This day was part of the second week of awareness about autism, in Agora Mall, coordinated by the Bureau of Dialogue for Autism, directed by the journalist Fernando Quiroz and his wife Iranna Iranna Flaviá Luciano. During these days the artistic exhibition “Camino de Luz” was presented, starring Fernando Gabriel, adolescent with autism. Through his works, Fernando – son of Fernando Quiroz and Iranna Flaviá Luciano – demonstrates how art can be a window to the inner world and a channel to build identity, self -esteem and connection.
CAID specialists agreed that the essential is not only to offer diagnoses or clinical therapies, but to build environments that give access to functional tools, such as personalized technology or forms of artistic expression, so that each child with autism can grow, communicate, create and relate from their individuality.
Technology to communicate
Anadi Creatal, a specialist in children’s psychotherapy, focused his intervention on how technology, when adapts to the needs of the child, can become a vital ally to promote communication, understanding of the environment and personal autonomy.
Through practical examples, Cream explained the use of augmentative and alternative communication systems (SAAC) such as the PECS (image exchange system) and platforms such as Agenda Pictogram (with Arasaac resources), which allow to build visual routines, anticipate transitions and facilitate the expression of desires, emotions and needs, especially in non -verbal children or with difficulties in developing oral language.
“When a child feels understood, he has more motivation to interact and move forward. These tools do not replace language, they encourage it. The most important thing is that they decrease frustration and strengthen the link with their environment,” said creators.
With the direction of parents or guardians, the use of tablets, cell phones and accessible web resources thus becomes an entrance door for children to actively participate in their routines, make decisions and develop greater control over their daily life, from asking for a snack through images, and activities as basic as dressing or going to the bathroom, even more complex experiences such as visiting a new place or sharing with a family.
Art and Movement for Integral Development
-María Eugenia Chahín, a dance specialist therapy, shared a vision loaded with sensitivity on how art, especially body movement and painting, can be a powerful path for emotional expression, sensory regulation and social inclusion.
Dance and free movement, used in a therapeutic way, help improve motor coordination, strengthen self -esteem, reduce stress and open nonverbal communication spaces in children with ASD. In Chahín’s words:
“The body also speaks. When a child takes a brush or dances freely, it is saying something that sometimes cannot verbalize. Therefore, art is not just entertainment, it is a real and valuable therapeutic tool.”
This modality of intervention not only seeks to work from the physical plane, but to connect mind, emotions and sensations, allowing the child to experience security, creativity and trust, both inside and outside the therapeutic space.
Break negative vision
Jonatan Pérez Comas, a specialist in psychometry and cognitive-behavioral psychotherapy, stressed in his speech the urgent need to change the traditional approach with which the diagnosis of autism is addressed. Instead of focusing on limitations, he proposed to begin by identifying the skills and strengths of each child, understood not as simple talents, but as essential points of support to design more effective and human interventions.
“When we recognize what the child can do, we not only give him confidence, we also generate hope in families and break deeply entrenched social stigmas,” he said.
According to the professional, this approach strengthens self -esteem, improves adherence to therapies and offers a more balanced and empathic vision of the condition, both for parents and society. It also allows establishing strategies more adjusted to each reality, facilitating the child’s adaptation to their school, social and family environment.
Pérez stressed that an early diagnosis should not become a limiting sentence, but a tool for understanding. Understanding why the child behaves in a certain way helps to accompany him better and to support him from respect.
“You have to leave behind the negative vision of autism. The important thing is to give value to the person, their emotional well -being, and offer real inclusion paths,” he concluded.
