Teacher preparation for family guidance for students with autism

Abstract

Preparing primary school teachers to support families of children with Autism Spectrum Disorder faces significant challenges due to the complexity of the disorder's manifestations, which include deficits in communication and social interaction, as well as repetitive patterns of interests and behaviors. This process must be conscious, systemic, and systematic to be effective. The objective of this study is to present a diagnosis of the preparation process for primary school teachers to support families of students with Autism Spectrum Disorder in the school setting. A mixed-methods approach is employed, using theoretical, empirical, and statistical-mathematical methods. The methods applied include historical-logical analysis, analysis and synthesis, induction and deduction, scientific observation, document analysis, interviews, surveys, pedagogical tests, and methodological triangulation. The results reveal shortcomings in the teacher preparation process, which is spontaneous, decontextualized, and unsystematic. This approach does not allow for a developmental pedagogical process or an intervention based on a coherent and appropriate framework. It is concluded that it is necessary to rethink the teacher training process, adopting a conscious, contextualized, and systemic approach aligned with the proposals of the Third Educational Improvement Plan to achieve effective guidance for the families of students with Autism Spectrum Disorder.