De la Cuna a la Escuela. El Turbulento Devenir Durante la Primera Transición Educativa de Alumnado Autista

Sarrionandía, Gerardo Echeita; Cañadas, Margarita; Gutiérrez, Héctor; Martínez, G. Rodríguez

doi:10.17583/qre.2021.7934

Cited by 4 publications

(3 citation statements)

References 20 publications

(29 reference statements)

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“…Several studies have attributed to the teachers a fundamental role in the construction of the peer support network [58][59][60]. This implies educating the classmates [61] and, specifically, a good teaching action to ensure that the classmates of children with autism learn to recognise the specific needs of the latter and to coexist with naturalness [27]. Juvonen et al [8] proposed a model of proactive inclusion to maximise contact between groups and intentionally facilitate positive interactions and relations among classmates.…”

Section: Discussionmentioning

confidence: 99%

“…Regarding the stage of Early Childhood Education, especially in the first cycle, the perception of both families and teachers toward the social participation of SEN students could be considered "kind" in terms of the relation and interaction with their peers in the classroom [27]. In other words, families focus their attention on the fact that their children are in the classroom, sharing spaces with others and in a safe environment, although they do not contemplate other important components of participation related to the previously mentioned characteristics, obviously, according to their developmental stage.…”

Section: Introductionmentioning

confidence: 99%

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It Is Never Too Early: Social Participation of Early Childhood Education Students from the Perspective of Families, Teachers and Students

et al. 2022

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The aim of this study was to delve into social participation in early childhood education classrooms of centres that include students with ASD, considering social participation as a fundamental element to understand inclusion. To this end, we propose a Convergent Parallel Mixed Methods approach. A quantitative study was carried out with the participation of 85 Early Childhood Education students from centres that include students with ASD. Information was gathered through attitude and social support questionnaires. Six families and eight professionals of these centres participated in the qualitative study. In this case, interviews were conducted. The results show the need to attend to the social participation of all students already in the stage of Early Childhood Education as a fundamental part of what is understood as an inclusive classroom. Similarly, this study identifies both the factors that hinder and facilitate the response of teachers to this aspect in relation to the students, teachers, and families.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

It Is Never Too Early: Social Participation of Early Childhood Education Students from the Perspective of Families, Teachers and Students

et al. 2022

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“…The early stages of development, up to the age of eight, have been recognized as fundamental to the development of individuals and have been prioritized for children, as highlighted in the 2015 Sustainable Development Challenges (Thematic Group on Early Childhood Development, Education, and Transition to Work, 2015). Children face at least two transitions during this period, kindergarten entry and school entry (Echeita et al, 2021). These transitions mark pivotal developmental milestones that necessitate important decisions by families and institutions.…”

Section: Introductionmentioning

confidence: 99%

Early educational trajectories of children with autism spectrum disorder in Chile: challenges and facilitators

Martinez,

Davidoff,

Briceño

2023

Front. Educ.

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Inclusive education and special education are the means of education for people with special educational needs and specific disabilities. Inclusive education has been promoted in recent decades as the optimal method of educating in diversity. However, in Chile, access to quality education remains a major challenge for students and their families. In this article, we explore the experiences, motivations, and main factors in making early educational decisions by families and caregivers of children on the autism spectrum. In particular, using six semi-structured interviews conducted with families and caregivers of children, we study the process of initial entry into the educational system, including parents’ perceptions and knowledge of the access routes to it and the facilitators and barriers present for their incorporation. The results indicate that, from the very beginning, the information available social and family attitudes, may hinder children’s access to the available care and education system, with a generalized demand to strengthen social and institutional support networks. In general, and as may be expected, educational decisions, trajectories, and expectations are interdependent and evolve with the experience of caregivers and children in the educational system and their families.

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Educación inclusiva en el alumnado con TEA: una revisión sistemática de la investigación

Romero

Fernández-Blázquez

Rueda

et al. 2022

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El objetivo de esta revisión se centra en poner de manifiesto aquellas barreras y facilitadores que actualmente, según distintos estudios llevados a cabo, están marcando el proceso de inclusión educativa en el alumnado con TEA. Para ello, 24 artículos han sido analizados, atendiendo a las voces de los principales implicados en esta temática: las familias, los diferentes profesionales educativos y el propio alumnado. Los resultados encontrados se analizarán no solo según promuevan o dificulten el proceso hacia una educación inclusiva, sino también según la perspectiva de las distintas voces; mostrando, a su vez, los puntos de encuentro entre estos, así como las posibles discrepancias. Para finalizar, se expondrán una serie de conclusiones derivadas de los resultados, las cuales evidenciarán lo lejos que todavía nos encontramos de ver este derecho satisfecho. A su vez, a través de la identificación de ciertas barreras clave, también aflorarán una serie de pautas de actuación útiles con el fin de promover una reflexión que pudiera derivar en un acortamiento entre lo que se dice que debería hacerse y lo que finalmente se lleva a cabo.

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De la Cuna a la Escuela. El Turbulento Devenir Durante la Primera Transición Educativa de Alumnado Autista

Cited by 4 publications

References 20 publications

It Is Never Too Early: Social Participation of Early Childhood Education Students from the Perspective of Families, Teachers and Students

It Is Never Too Early: Social Participation of Early Childhood Education Students from the Perspective of Families, Teachers and Students

Early educational trajectories of children with autism spectrum disorder in Chile: challenges and facilitators

Educación inclusiva en el alumnado con TEA: una revisión sistemática de la investigación

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