Barreras para la inclusión educativa de preescolares con trastorno del espectro autista: un estudio desde la perspectiva docente

Abstract

The educational inclusion of students with Autism Spectrum Disorder (ASD) continues to face challenges associated with pedagogical and institutional conditions within school settings. This study aimed to analyze the barriers that hinder the educational inclusion of preschool children with ASD from the perspective of teachers working in a public preschool in Yucatán, Mexico. A qualitative approach with a descriptive phenomenological design was employed. Ten teachers were selected through purposive sampling, and data were collected using semi-structured interviews. The information was analyzed through inductive thematic analysis. The findings revealed that the main pedagogical barriers were related to limited teacher preparation on ASD, low expectations regarding students' learning, and difficulties in implementing inclusive teaching strategies. Institutional barriers included insufficient professional training, limited availability of specialized resources, and inadequate coordination among teachers, families, and support services. The findings suggest that removing pedagogical and institutional barriers is essential to achieving effective educational inclusion by strengthening teachers' competencies, institutional support, and the full participation of preschool children with ASD.