Factores facilitadores y de vulnerabilidad de los procesos de inclusión de estudiantes en el espectro del autismo en contextos universitarios chilenos

Abstract

People with autism spectrum disorders (ASD), have significant restriction in participation and inclusion in society. The prevalence of ASD in the regular population is 1 to 1,5 % which means that 1 out of 59 people can present this condition. In its mild or more functional expressions, are people who have an intelligence within the parameters of normality and a preserved language development, which allows them to be inserted in educational environments and progress in them, reaching tertiary schooling levels in universities. The international evidence gathered shows how university students on the autism spectrum constitute a particularly vulnerable group, because they present compromised mental health, drop out at higher rate than their peers with and without disabilities and go through university with a significant deterioration in their quality of life. So, they not only required psychosocial and educational support, but also a university community trained to provide for the inclusion of all of them. For it’s part, Chile lacks epidemiological autism studies and detection instruments that allow screening in regular population, particularly in adolescents and emergent adults; and in universities, the proportion of students with ASD is unknown; so, it’s necessary to investigate their specific characteristic and the support needs they may require, so their transition through higher education can be successful and positively experienced. For these reasons, the first empiric study of this thesis consisted of characterize students with disabilities who apply to Chilean universities, via University Transition Test, of the cohorts, 2018, 2019, 2020 and 2021; the adjustments that were made to ensure the accessibility of these tests, looking to identify students who declare ASD. The main results shows that, with the implementation of the adjustments, the participation of students increased very significantly; however, the results they obtain are significantly lower, compared to students without disabilities, so they enter universities in a lower proportion. Regarding students with ASD, it’s observed that their participation increases and that 23% obtain results that allow them to enter universities. The second empirical study had as objective to characterize the suggestive profiles of ASD in Chilean university students and the presence of negative affective symptomatology. This study involved the idiomatic adaptation of the Autism-Spectrum Quotient Questionnaire (AQ) Spanish version adapted from Baron-Cohen et al. (2001) by Lugo-Marín et al. (2019), and the application of the DASS 21 Scales that investigate Anxious, Depressive and Stress Disorders, by Lovibond and Lovibond (1995) in its adapted version by Román et al. (2014). The main results of this study allow us to identify among 1282 university students, whose ages ranged between 18 and 30 years, 3% who reported having a previous diagnosis of ASD and 15.7% who have a family member with this disorder. Respect to the AQ results, 6% obtained a score above the cutoff point, constituting a suggestive profile of ASD, which allowed them to be grouped in 4 categories: 1.6% report a previous diagnosis of ASD and have been identified with the AQ above the cut-off point ( G1); 1.5% report a previous diagnosis of ASD and have been identified with the AQ below the cut-off point (G2); 4.4% don’t report a previous diagnosis, but present AQ scores above the cut-off point (G3), and 92.5% don’t present a previous diagnosis and an AQ below the cut-off point (G4). A greater correlation of negative affective symptomatology was found in the sample (G1, G2, G3) with suggestive profiles of ASD, where G3 presents the highest indicators in depression (12.0%), stress (10.79%) and anxiety (9.47%); and differences between the indicators of the autism spectrum between students with and without suggestive profiles of ASD. The third empirical study, of qualitative cut, had as objective to explore the hindering and facilitating factors for their inclusion in the university context, from the point of view of the students themselves with suggestive profiles of Autism Spectrum Disorder and the professional teams of the university programs. For this purpose, 12 students from 3 of the 4 groups identified in the previous study (G1, G2 and G3) and 12 professionals from the program teams were interviewed. The main results shows that both students and professionals identify more barriers than facilitators in university environments, appearing as relevant those associated with difficulties in socialization and communication; in the organization and teaching planning; the lack of policies, protocols and regulations within the institutions; and in the attitudes of teachers. As a future implication, will be possible to design relevant university support programs, based on scientific evidence, and it will contribute to the transformation of policies, practices and culture of university communities, necessary to favor the inclusion of all its members, with quality, equity and a rights perspective; which is a very significant, relevant and necessary contribution not only for the people with ASD themselves and their quality of life, but also for society and the country, which requires progress in the acceptance of diversity and inclusion of all people.