La relación entre docentes y familiares de alumnado con Trastorno del Espectro Autista (TEA) desde el punto de vista de los implicados
DOI:
https://doi.org/10.5281/zenodo.13984216Palavras-chave:
educación inclusiva, atención a la diversidad, necesidades educativas, Trastorno del Espectro Autista, apoyo educativoResumo
La escolarización de niños y niñas con trastorno del espectro autista es un aspecto básico para mejorar su calidad de vida y bienestar y, en este contexto, el papel que desempeñan tanto las familias como el profesorado es fundamental. Este trabajo tiene como objetivo conocer la relación entre el profesorado y familias de alumnado con TEA, describir cuáles son sus necesidades y proponer posibles soluciones. El método utilizado es cualitativo, siendo la entrevista semiestructurada el instrumento para recoger la información. En el estudio participan un total de 18 docentes y 7 familiares. Los resultados muestran que tanto docentes como familiares reconocen el valor de la colaboración, sin embargo, en ambos casos no están satisfechos con ella. Los docentes sienten que necesitarían más formación e información para abordar el apoyo a estos niños y, las familias, además de requerir ambas cuestiones, demandan más apoyo en el día a día. Como propuestas de mejora se señalan el uso de más medios para favorecer la comunicación, talleres de formación y flexibilidad en los horarios de entrevistas. Concluir señalando el valor de fomentar la relación y el diálogo entre docentes y familias para mejorar la inclusión educativa de niños y niñas con TEA.
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Direitos de Autor (c) 2024 Belén Suárez-Lantarón, Susana M. Macías-Domínguez (Autor/a)
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