Experiencias de docentes y psicólogos educativos respecto a la inclusión de alumnos con Trastorno del Espectro Autista (grado 1) en colegios regulares privados

• Autor: Nicolini Guillén, Micaela
• Formato: tesis de grado
• Fecha de Publicación: 2020
• Institución: Universidad de Lima
• Repositorio: ULIMA-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.ulima.edu.pe:20.500.12724/11326
• Enlace del recurso: https://hdl.handle.net/20.500.12724/11326; http://doi.org/10.26439/ulima.tesis/11326
• Nivel de acceso: acceso abierto
• Materia: Educación inclusiva; Trastornos del espectro autista en niños; Escuelas privadas; Inclusive education; Autism spectrum disorders in children; Private schools; https://purl.org/pe-repo/ocde/ford#5.01.00

Inclusive education is a reality in our country. We often come across a variety of neurological development diagnoses in regular schools, as is the case of Autism Spectrum Disorder (ASD). This qualitative research used a descriptive phenomenological method, and its aims were the following: to describe the experiences of teachers and educational psychologists involving the inclusion of students with ASD in regular schools, to describe the perception that teachers and educational psychologists have on their abilities to achieve inclusion, to identify the factors that ease the inclusion of students with ASD in regular schools and finally, to identify the obstacles that show up in the process of including students with ASD in regular schools. To achieve this, a semi-structured interview consisting of 20 questions was applied to a sample of 12 people: 6 teachers and 6 educational psychologists from 3 different private schools in Lima. The analysis of the data revealed that in Lima, although integration in schools is promoted, inclusion is not. Furthermore, the strategies used in the classrooms to include students with ASD, involve students’ cognitive abilities. The main factors that help in their inclusion are the knowledge that the members of the educational community have on inclusion and ASD, and their vocation of service. Meanwhile, the main barriers found in the process of inclusion are the characteristics of the educational community and the lack of information on the diagnosis. In conclusion, we found that the compromise of all the members of the educational community is needed to achieve inclusion and that it benefits all of them.