Analysis of the percepction in teachers of basic school education about educational inclusion children with autism spectrum disorder
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Abstract
Autism is described as a neurodevelopmental disorder characterized by deficits in communication and social skills, repetitive behaviors, and sensory sensitivities. In Paraguay, the Ministry of Education and Sciences has the responsibility of promoting the inclusion of individuals with autism in the regular education system. However, despite the existence of legislation and guidelines, there is a significant gap in teacher training and support for implementing inclusive practices.
The aim of this research is to understand and analyze the perception of educational inclusion for children with autism spectrum disorder, based on the experiences of teachers during the 2022 academic year.
The study employed a hermeneutic phenomenological approach and conducted semi-structured interviews with ten teachers from a public school. During the interviews, the experiences and perspectives of the teachers in relation to the educational inclusion of children with autism in regular classrooms were explored.
The findings obtained from the interviews primarily indicate challenges in teaching children with Autism Spectrum Disorder in inclusive classrooms. These challenges are related to the lack of environmental structure in the educational setting and limited knowledge of effective teaching strategies, such as visual supports, the use of technology, and behavior modification techniques. Additionally, the research also reveals other issues in the educational context, such as the apparent ineffectiveness of the training conducted by the Ministry of Education and Sciences, limited teacher involvement, inadequate support for families of students with Autism Spectrum Disorder, and school absenteeism due to various factors. These factors identified in the research may influence teachers' experience in the classroom, making it difficult to facilitate successful learning outcomes for children with Autism Spectrum Disorder. It is suggested that further research is needed to gain a deeper understanding of the challenges faced by teachers and to develop specific interventions that promote inclusive education for children with autism in Paraguay.
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