Publication: Apoyo a la inclusión educativa del alumnado con Trastornos del Espectro Autista: un estudio preliminar de asistentes personales
Authors
Polo Márquez, Esther ; Leiva Olivencia, Juan José ; Sandoval Mena, Marta
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.553511
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info:eu-repo/semantics/article
Description
Abstract
El estudio que se presenta tiene como propósito explorar las funciones y prácticas de asistentes de aula que intervienen en el aula con alumnado que presenta Trastorno del Espectro Autista (TEA),conocidos comúnmente en Andalucía como “Maestros sombras” (MS).Estos profesionales persiguen favorecer el acceso y la permanencia en sus entornos ordinarios de aprendizaje en centros educativos de educación Primaria de la provincia de Málaga (España). El enfoque metodológico ha sido cualitativo. Se ha recogido información mediante entrevistas semi-estructuradas, analizándola con un sistema de categorías y códigos inductivos a través del programa de análisis de datos Atlas.ti 9. Los resultados muestran la diversidad de funciones y tareas que realizan, especialmente en materia de gestión de rutinas, así como en la regulación emocional y conductual en el aula. Se desprende como conclusión la necesidad de regular y discutir esta figura emergente para la atención a la diversidad para estudiantes con necesidad de apoyo extenso.
The purpose of the present study is to explore the functions and practices of classroom assistants commonly known in Andalusia as "Shadow Teachers" (ST), who intervene in the classroom with students with Autism Spectrum Disorder (ASD). These professionals seek to promote access and permanence in their ordinary learning environments in primary education schools in the province of Malaga (Spain). The methodological approach has been qualitative. Information has been collected through semi-structured interviews, analyzing it with a system of categories and inductive codes through Atlas.ti 9. The results show the diversity of functions and tasks they perform, especially in terms of management of routines, as well as emotional and behavioral regulation in the classroom. It follows as a conclusion the need to regulate and discuss this emerging figure for attention to diversity for students in need of extensive support.
The purpose of the present study is to explore the functions and practices of classroom assistants commonly known in Andalusia as "Shadow Teachers" (ST), who intervene in the classroom with students with Autism Spectrum Disorder (ASD). These professionals seek to promote access and permanence in their ordinary learning environments in primary education schools in the province of Malaga (Spain). The methodological approach has been qualitative. Information has been collected through semi-structured interviews, analyzing it with a system of categories and inductive codes through Atlas.ti 9. The results show the diversity of functions and tasks they perform, especially in terms of management of routines, as well as emotional and behavioral regulation in the classroom. It follows as a conclusion the need to regulate and discuss this emerging figure for attention to diversity for students in need of extensive support.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, V. 26, N. 1, 2023
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