Desafíos de educadores y tutores educacionales en la enseñanza de niñas y niños con trastorno del espectro autista en la Unidad Educativa CEBCI durante el año lectivo 2023-2024

Abstract

Inclusion in educational settings has become an increasing concern. Educators play a critical role in the implementation of inclusive education for students with Autism Spectrum Disorder (ASD), requiring awareness, flexibility, communication skills, emotional support, and interdisciplinary collaboration to ensure the academic and social success of these students. The objective of this research is to identify the complex challenges faced by teachers at the CEBCI Educational Unit when working with students in inclusion processes. To achieve this, a qualitative, exploratory methodology was employed, with data collected through structured interviews with teachers and tutors. Qualitative content analysis revealed several barriers to the learning of students with autism, such as a lack of flexibility in educational responses, limitations in teacher and tutor training, inequality of opportunities, insufficient materials and resources for effective education, discrimination, overprotection and permissiveness, as well as challenges with evaluation methods. Additionally, there is a lack of respect for differences and educational systems that do not accommodate the diversity of abilities, interests, and expectations of students with autism. Based on the results, the study proposes promoting respect and acceptance of diversity through the implementation of teacher training courses on the inclusive model, thereby contributing to the creation of educational spaces that eliminate prejudice and discrimination within the educational community.