Análisis de estrategias organizativas y didácticas para la inclusión en primaria del alumnado con TEA

Attention to diversity and the approach to school inclusion constitute one of the major concerns of the current education system. It is essential to provide an inclusive and quality education that adapts to the demands of students with Specific Educational Support Needs and ensures their presence, participation and learning in ordinary contexts. Among the multiple and heterogeneous existing diversity, this doctoral thesis focuses on students with Autism Spectrum Disorder (ASD), due to their particular characteristics and the difficulties they show when facing the educational system. The task it assumes is to analyse the organisational and didactic strategies used to promote their educational inclusion, as well as the factors and barriers that hinder it, specifically in the fifth and sixth grades of primary school in four Valencian public schools of different socio-geographical typology. For this purpose, the perceptions and attitudes of both pupils and teachers, as well as those of the Inclusive Education Administration of the Valencian Community are taken into consideration. For the collection of information, from the qualitative and phenomenological paradigm, specifically by means of a multiple case study, direct observation was used as the main technique. As well as individual and group interviews, content analysis of the organisational-administrative documentation of the centres and sociometric tests; in order to complete the triangulation process, both instrumentally and in terms of data collection sources. Subsequently, the information was classified, coded and analysed using double-entry matrices and the qualitative analysis programme ATLAS.ti 22. The most relevant findings indicate that organisational and administrative documents, still obsolete and scarcely inclusive, must become tools that regulate and establish the basis for the implementation of the principle of inclusion. With regard to the organisational and didactic strategies detected, most of them are basic, traditional and scarce, and the potential of the most inclusive ones is still not sufficiently exploited. There is evidence of a lack of teacher training and awareness of inclusion and ASD, poor coordination, individualised support focused on difficulties, a lack of resources and multisensory strategies that take advantage of the potential of the SAD and limited participation of families and pupils themselves in the teaching and learning process. Even so, the results suggest that the rural context seems to be the most suitable for the inclusion of students with ASD, especially due to its size, the reduced ratio of students, the connection with the environment and the tranquillity that characterises them. In this sense, and considering that the ordinary classroom will increasingly become an inclusive and heterogeneous space, it is essential to support initial training for future teachers that inevitably leads to the collaborative support model, in which all generalist teachers, not only specialists, have sufficient training to deal with the diversity of all their students. In short, although the road ahead is long and intricate, this research culminates with a set of recommendations for action that aim to contribute to levelling out the obstacles to the inclusion of students with ASD in an increasingly diverse, global and digital society.