Entre la escuela y el hogar: la mirada docente sobre la articulación de estrategias colaborativas para la educación inclusiva de los niños y las niñas con Trastorno del Espectro Autista en la Institución Educativa La Milagrosa de Medellín
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Date
2025-11-30
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Corporación Universitaria Minuto de Dios – UNIMINUTO
Type
Monografía
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Abstract
La presente investigación cualitativa parte de la percepción de los docentes frente a la relación de la escuela y el hogar en los procesos inclusivos de los niños y las niñas con el trastorno del espectro autista (TEA), por medio de la comprensión de las percepciones y los desafíos identificados por los educadores en el trabajo articulado con las familias, con el fin de fortalecer la educación inclusiva y promover estrategias colaborativas entre ambos actores.
En este sentido, desde un enfoque hermenéutico e interpretativo, se aplicaron técnicas de recolección de información tales como la entrevista semiestructurada y la encuesta tipo Likert a los docentes pertenecientes del establecimiento escolar mencionado anteriormente, lo que permitió identificar y examinar las estrategias colaborativas empleadas en el acompañamiento educativo de los estudiantes con TEA; cabe resaltar que para la realización de este estudio se eligió una de las variantes del muestreo no probabilístico, conocida como muestreo por conveniencia puesto que prioriza la accesibilidad y disponibilidad de los participantes en la investigación.
Por consiguiente, los hallazgos evidencian avances en la disposición de los docentes hacia la inclusión, así como el reconocimiento de la importancia del trabajo conjunto con las familias. No obstante, también se observaron varios retos y desafíos relacionados con la falta de continuidad en las acciones colaborativas, la necesidad de una mayor formación en prácticas inclusivas junto con profesionales especializados en el TEA y la sensibilización institucional frente a la diversidad, por lo que se concluye que, es necesario llevar a cabo un ejercicio reflexivo acerca de lo que es una educación verdaderamente inclusiva, donde todas las voces sean escuchadas y todos los niños y las niñas tengan las mismas oportunidades de aprender y desarrollarse plenamente.
This qualitative research is based on the perception of teachers regarding the relationship between school and home in the inclusive processes of children with autism spectrum disorder (ASD), through the understanding of the perceptions and challenges identified by educators in the joint work with families, in order to strengthen inclusive education and promote collaborative strategies between both actors. In this sense, from a hermeneutic and interpretive approach, information collection techniques such as semi-structured interviews and Likert-type surveys were applied to teachers belonging to the aforementioned school establishment, which allowed the identification and examination of the collaborative strategies used in the educational support of students with ASD; it is worth highlighting that for the execution of this study, one of the variants of non-probabilistic sampling was chosen, known as convenience sampling since it prioritizes the accessibility and availability of the participants in the research. Therefore, the findings demonstrate progress in teachers' willingness to embrace inclusion, as well as a greater recognition of the importance of working together with families. However, several challenges were also observed, including a lack of continuity in collaborative efforts, the need for more training in inclusive practices with professionals specializing in autism spectrum sisorder (ASD), and insufficient institutional awareness of diversity. It is concluded that a reflective exercise is necessary to define what truly inclusive education entails, one where all voices are heard and all children have equal opportunities to learn and reach their full potential.
This qualitative research is based on the perception of teachers regarding the relationship between school and home in the inclusive processes of children with autism spectrum disorder (ASD), through the understanding of the perceptions and challenges identified by educators in the joint work with families, in order to strengthen inclusive education and promote collaborative strategies between both actors. In this sense, from a hermeneutic and interpretive approach, information collection techniques such as semi-structured interviews and Likert-type surveys were applied to teachers belonging to the aforementioned school establishment, which allowed the identification and examination of the collaborative strategies used in the educational support of students with ASD; it is worth highlighting that for the execution of this study, one of the variants of non-probabilistic sampling was chosen, known as convenience sampling since it prioritizes the accessibility and availability of the participants in the research. Therefore, the findings demonstrate progress in teachers' willingness to embrace inclusion, as well as a greater recognition of the importance of working together with families. However, several challenges were also observed, including a lack of continuity in collaborative efforts, the need for more training in inclusive practices with professionals specializing in autism spectrum sisorder (ASD), and insufficient institutional awareness of diversity. It is concluded that a reflective exercise is necessary to define what truly inclusive education entails, one where all voices are heard and all children have equal opportunities to learn and reach their full potential.
Description
Analizar las estrategias colaborativas de los docentes frente a la articulación con las familias para el fortalecimiento de la educación inclusiva de los estudiantes con Trastorno del Espectro Autista en la Institución Educativa La Milagrosa de Medellín
Keywords
Educación inclusiva, TEA, Familias, Docentes, Estrategias, Articulación