La inclusión de los estudiantes con TEA desde la mirada de los padres: estudio de caso de la asociación APADA y MAPAS de la ciudad de Quito

Abstract

Autism Spectrum Disorder is a topic that for many people is unknown, it is even worse when those who do not know about this type of disability are teachers who attend the needs of students at educational centers. This study, developed from a qualitative and quantitative approach, pretends to show the perspective of parents regarding the educational inclusion in regular institutions where their children, who have been diagnosed with Autism Spectrum Disorder, study. Sixty parents were surveyed, thirty from each association and interviews to eight families that are part of the Association of Parents and Friends for the support and defense of the rights of people with Autism and of the Association of Extraordinary Mothers and Parents from Quito, were done. The results show that inclusion processes are not evident in regular educational institutions yet, segregation and discrimination against the right of education for people with Autism Spectrum Disorder persists. Furthermore, since teachers have not been trained to attend and deal with this disorder, attention to diversity within the classroom is limited. The support given by ASD associations to parents has also been focused on this study.