How does the educational system respond to students with ASD?: A qualitative study of ordinary, special and preferred contexts

Abstract

The Spanish educational system is in a period of change oriented towards an education that guarantees equity and inclusion. However, the educational response to students with educational needs is diverse and some types of schooling deviate from this principle. With regard to students with Autism Spectrum Disorder (ASD) in the Autonomous Community of Aragon, various types of schooling coexist: ordinary schools, special education schools and preferential attention schools. With the aim of knowing different elements and aspects that characterize the modalities of schooling and the educational process of TEA students in Aragon, this study has been carried out based on a qualitative methodology that analyzes and compares the perceptions of 19 teachers with different professional profiles in the different school modalities and the experiences of 7 professionals of education dedicated to management, teacher training and program leadership. The most relevant results reveal manifestly different attitudes, experiences and perceptions on the part of teachers regarding the inclusion of students with ASD depending on the school context in which they carry out their profession. The categories analyzed included the concept of inclusion, schooling modalities, the educational response and attention to diversity measures, inclusive workshops and active methodologies, collaboration and training of professionals, personal resources, opinion on the Special Education Centers and inclusive improvement proposals. The most relevant finding refers to the need for a general restructuring of the educational system at an organizational and methodological level, as well as updating inclusion training for all teachers regardless of their specialty.