La inclusión educativa desde la voz de madres de estudiantes con Trastornos del Espectro Autista en una muestra chilena

Abstract

ResumenEl objetivo del estudio es mostrar la perspectiva de madres chilenas sobre la inclusión educativa de sus hijos escolarizados en centros de educación primaria, quienes presentan un Trastorno del Espectro Autista. Se recogen evidencias, desde la voz de las familias, que pueden servir como punto de partida para reflexionar sobre cómo avanzar hacia una educación más inclusiva y cómo contribuir a mejorar los apoyos que se brindan a estudiantes con discapacidad. El estudio se enmarca en un paradigma cualitativo de investigación, utilizando entrevistas no estructuradas para acceder a la información. Se ha contado con la participación de ocho madres chilenas de la Región de Valparaíso. Los resultados muestran que la valoración de la escolarización está estrechamente relacionada con el bienestar emocional, ámbito al que se le otorga mayor relevancia que al de los resultados académicos. Se destaca la importancia de los apoyos adaptados a las necesidades del sistema familiar. Palabras claveInclusión educativa, discapacidad y familia, voces de las familias. AbstractThe purpose of the study is to show the perspective of Chilean mothers on the educational inclusion of children who have Autism Spectrum Disorder enrolled in primary schools. Evidence was collected by listening to the voices of families, which can serve as a starting point to reflect on how to move towards a more inclusive education and how to help improve the supports that are being provided to students with disabilities. The study was based on a qualitative research paradigm, using unstructured interviews to access the information. It counted with the participation of eight Chilean mothers from the Region of Valparaíso. The results show that the value of schooling is closely related to the emotional well-being, which is given greater significance than the academic results. The importance of supports adapted to the needs of the family system is emphasized.

La respuesta de los directores escolares ante las políticas de inclusión escolar en Chile

“…Ello, porque atentan contra principios reguladores y de exclusión ampliamente adoptados por el sistema educacional chileno (Drago & Paredes, 2011;García-Huidobro, 2007;González, 2003;Levin, 2011). Así, para los profesores y directivos el tránsito desde políticas de integración hacia políticas de inclusión es un proceso que demanda tiempo, convicción y participación para desarrollar una cultura escolar basada en valores inclusivos (Villegas, Simón y Echeita, 2014), así como también se trata de un proceso continuo (Kluth, Biklen, English-Sand & Smukler, 2007).…”

Perspectives on Educational Inclusion from a Small Sample of Autistic Pupils in Santiago, Chile

“…Nevertheless, even if well-intentioned staff fear they lack the necessary knowledge and training to support pupils with SEND (Sanhueza Henríquez et al 2013;San Martín et al 2017), especially those who are autistic (Cerreta 2018;Villegas Otárola et al 2014), a strong programme of inclusion has been shown to reduce any negative effects, should they exist from an academic perspective, of the presence of pupils with SEND (Contreras et al 2020). The findings from this study also provide an important indicator of the value of engaging directly with pupils on SIP programmes and, as far as autistic children and young people are concerned, of supporting their sensory, emotional and social needs in school.…”

“…Particular attention should be paid to the impact of earthquake tremors on autistic children and young people, not only in Chile, but in other at-risk areas (Valenti et al 2012). In addition, notwithstanding the socio-economic pressures faced by Chile which impact on schools (Santiago et al 2017), more resources are needed to enable schools to carry out the necessary planning and supervision (Cerreta 2018), to develop better school/parent relationships (Sanhueza Henríquez et al 2013;Villegas Otárola et al 2014) and engagement with the local community (Poblete-Christie, López & Muñoz 2019). Moreover, given that there is a clear need for much more research into the perspectives of autistic pupils in schools in Chile, as well as those with other areas of SEND (López et al 2014), we suggest that in tandem with the 'top down' approach from government, autistic children and young people should be provided with a say on the design and layout of their learning environment (McAllister & Sloan 2016;Scott 2011).…”

“…Autistic children constitute approximately 1% of all pupils registered with SEND (BCN 2018), although it should be noted there are issues with autism diagnosis in Chile due to varied screening practices and complex socio-economic factors (Eugenin et al 2015). For these pupils, school professionals consider that they lack the competence needed to support their learning needs, leading to a tendency to shift responsibility for the pupils onto their families, especially when the pupils have high support needs (Cerreta 2018;Villegas Otárola, Simón Rueda, & Echeita Sarrionandia 2014). Studies focused on parental perspectives reveal a lack of availability of human and material resources in educational settings, and highlight the need for a better school-parent rapport in order to support autistic pupils and their families (Cerreta 2018;Villegas Otárola et al 2014).…”

Does the School Really Support My Child? SOFIA: An Assessment Tool for Families of Children with SEN in Spain

“…Concerning the first aspect, several authors highlight the right of vulnerable students to be attended by qualified professionals who understand and respond to their educational needs [42][43][44]. Likewise, various studies stress the need to ensure that schools are truly adapted and designed to embrace all types of students, without exception, in response to the right to an inclusive and quality education for all [44][45][46]. However, studies such as that of Navarro et al [47] indicate that the various supports and structures established by the school administration to address any student's vulnerability are not working in a fully satisfactory manner for families.…”