Experiencias derivadas del personal terapéutico del centro “Desafíos” en la Inclusión de Estudiantes con TEA

Abstract

Inclusive education in Ecuador faces multiple challenges, particularly in addressing the needs of students with Autism Spectrum Disorder (ASD). Although there are regulations that promote inclusion, a gap persists between legislation and its effective implementation due to limited teacher training, scarce interdisciplinary collaboration, and institutional barriers.The aim of this study was to analyze the experiences of the therapeutic staff at the “Desafíos” center in their collaboration with teachers to implement inclusive educational practices. A qualitative, descriptive-interpretative approach was employed, using semi-structured interviews and focus groups conducted with speech therapists, occupational therapists, psychologists, and psycho- pedagogues experienced in school inclusion processes. Thematic analysis was conducted using ATLAS.ti software. The results reveal tensions in therapist-teacher relationships, resistance to change, perceptions of overload, and lack of training as the main barriers. At the same time, the shared experiences emphasized the importance of continuous communication, professional flexibility, and joint work focused on the student’s interests. In conclusion, the analysis of these experiences made it possible to highlight both the obstacles and the strategies therapeutic teams use to support teachers.