Exclusion within the inclusion of children with autism spectrum disorder in the regular school system
DOI:
https://doi.org/10.25118/2236-918X-7-3-2Keywords:
Autism spectrum disorder, school, inclusionAbstract
Introduction: The Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5) classifies autism spectrum disorder (ASD) as a neurodevelopmental disorder. The biomedical definition of this disorder, however, does not encompass the sociocultural implications of this condition. Objective: The current study analyzes the process of including children with a diagnosis of ASD in the regular school system from the perspective of the parents. Method: This study consisted of the qualitative analysis of oral narratives obtained through semi-structured interviews. Thirty interviews were conducted with mothers and fathers of children with a previous diagnosis of ASD. The interviews were recorded, transcribed and categorized after content analysis. Results: The analysis indicates that school inclusion of people with ASD is permeated by the suffering of the child, parents and education professionals; In addition, the majority of parents interviewed considered that school staff exclude their children. Conclusion: The inclusion of children with ASD in regular schools may become another source of exclusion and suffering for all the parties involved. The process of school inclusion cannot be limited to a normative procedure; rather, it should involve the way how these children are received and treated at school, as well as the training of educational technicians for the inclusion process.
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