INCLUSIÓN EDUCATIVA Y TRASTORNO DEL ESPECTRO DEL AUTISMO: FACILITADORES Y CONTEXTOS.

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Bibliographic Details
Title:	INCLUSIÓN EDUCATIVA Y TRASTORNO DEL ESPECTRO DEL AUTISMO: FACILITADORES Y CONTEXTOS.
Alternate Title:	EDUCATIONAL INCLUSION AND AUTISM SPECTRUM DISORDER: ENABLERS AND CONTEXTS.
Authors:	Vidal Esteve, M. Isabel¹ isabel.vidal@uv.es
Source:	Contextos Educativos. 2024, Issue 34, p35-57. 23p.
Subject Terms:	Teacher attitudes, Inclusive education, Autism spectrum disorders, Teacher collaboration, Consumer cooperatives
Abstract (English):	Attention to diversity and the approach to the issue of school inclusion are fundamental concerns in the current educational system. This research gathers some of the main results of a doctoral thesis focused on the analysis of the educational inclusion of students with autism spectrum disorder (ASD) in the fifth and sixth years of Primary Education in four public schools of different sociogeographical typology in the province of Valencia. Using a qualitative approach based on ethnography and case studies, several data collection techniques were used, such as direct observation, semi-structured interviews with students and teachers, sociometric tests and content analysis, in order to study in depth, the organisational and didactic facilitators used to contribute to inclusion in the classrooms. The results reveal many relevant strategies such as cooperative distribution, flexibility of time and space, use of visual and diverse materials, needsbased assessment and the importance of teachers' attitudes. Even so, the approaches are too basic and traditional, due to training gaps, lack of teacher awareness of inclusion and ASD, individualised support, limited teacher collaboration and limited involvement of the whole community in the educational process, all of which need to be further developed. Despite the challenges, the rural context appears to be the most conducive to inclusion, due to its size, less noisy environment, more personalised strategies and connection to the environment. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	La atención a la diversidad y el abordaje al tema de la inclusión escolar son preocupaciones fundamentales en el sistema educativo actual. Esta investigación recoge algunos de los principales resultados de una tesis doctoral que enfocada en el análisis de la inclusión educativa del alumnado con Trastorno del Espectro del Autismo (TEA) de los cursos de quinto y sexto de Educación Primaria en cuatro centros públicos de distinta tipología sociogeográfica de la provincia de Valencia. Utilizando un enfoque cualitativo basado en la etnografía y el estudio de casos, se emplearon diversas técnicas de recopilación de datos, como la observación directa, las entrevistas semiestructuradas al alumnado y al profesorado, los test sociométricos y el análisis de contenido, para profundizar en los facilitadores organizativos y didácticos empleados para contribuir a la inclusión en las aulas. Los resultados evidencian múltiples estrategias relevantes como la distribución cooperativa, la flexibilización de tiempos y espacios, el uso de materiales visuales y diversos, la evaluación centrada en las necesidades y la importancia de la actitud docente. Aun así, los enfoques son demasiado básicos y tradicionales, debido a las carencias formativas, la falta de sensibilización docente sobre la inclusión y el TEA, los apoyos individualizados, la escasa colaboración docente y la limitada participación de toda la comunidad en el proceso educativo, aspectos en los que es imprescindible seguir profundizando. A pesar de los desafíos, el contexto rural se presenta como el más propicio para la inclusión, debido a su tamaño, ambiente menos bullicioso, estrategias más personalizadas y conexión con el entorno. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Attention to diversity and the approach to the issue of school inclusion are fundamental concerns in the current educational system. This research gathers some of the main results of a doctoral thesis focused on the analysis of the educational inclusion of students with autism spectrum disorder (ASD) in the fifth and sixth years of Primary Education in four public schools of different sociogeographical typology in the province of Valencia. Using a qualitative approach based on ethnography and case studies, several data collection techniques were used, such as direct observation, semi-structured interviews with students and teachers, sociometric tests and content analysis, in order to study in depth, the organisational and didactic facilitators used to contribute to inclusion in the classrooms. The results reveal many relevant strategies such as cooperative distribution, flexibility of time and space, use of visual and diverse materials, needsbased assessment and the importance of teachers' attitudes. Even so, the approaches are too basic and traditional, due to training gaps, lack of teacher awareness of inclusion and ASD, individualised support, limited teacher collaboration and limited involvement of the whole community in the educational process, all of which need to be further developed. Despite the challenges, the rural context appears to be the most conducive to inclusion, due to its size, less noisy environment, more personalised strategies and connection to the environment. [ABSTRACT FROM AUTHOR]
ISSN:	1575023X
DOI:	10.18172/con.6019