Modalidades de escolarización en educación infantil y primaria de estudiantes con trastorno del espectro del autismopercepción de familias y profesorado

Abstract

This Doctoral Thesis focuses on the study of the perceptions of families with a member with autism and of professionals who work with pupils with autism spectrum disorder (ASD), about the different schooling models existing in Spain for these pupils. In the theoretical framework, we present, firstly, the appropriate strategies to work in the classroom with students with ASD; secondly, we offer the state of the question about ASD and the education of these students. Finally, we address the life of families with a member with autism and the barriers that this entails. The empirical part is composed of two studies; on the one hand, we present the pilot study carried out to analyse the CLAS project in the Community of Castile and Leon. In this study there was a sample of 16 families and 34 professionals, and the information was collected using two questionnaires in Google Forms, one for the families and the other for the professionals. The second study evaluates the perceptions of families and professionals according to the type of schooling of children with ASD. For this study, 213 responses were collected from families and professionals through another questionnaire developed on the same platform. The results indicate that achieving real inclusion is currently a clear challenge, as material, human and organisational resources are insufficient to provide the educational response that children with ASD need. These results confirm the importance of providing more resources, teacher training and support and assistance to families, as well as conducting research to promote these objectives, so that full inclusion of these pupils in early childhood and primary classrooms can be effectively achieved throughout the country.