Experiences derived from the therapeutic staff of the "Challenges" center in the Inclusion of Students with ASD

Abstract

Background: Inclusive education represents a crucial challenge within the Ecuadorian education system, especially for students with autism spectrum disorder (ASD). Despite legislative advances to promote inclusive education, a considerable gap remains between regulations and actual practice, primarily due to insufficient teacher training, limited interdisciplinary collaboration, and institutional barriers. Furthermore, few studies in Ecuador systematically document the experiences of therapeutic staff collaborating with teachers, representing an important gap that this research seeks to fill. Objective: The objective of this study is to analyze the experiences of the therapeutic staff of the " Challenges" center in relation to their collaboration with teachers for the implementation of inclusive educational practices in students with ASD. Methods: This qualitative study adopted a descriptive-interpretative approach. Semi-structured interviews and focus groups were conducted with speech therapists, occupational therapists, psychologists, and educational psychologists with experience in school inclusion processes for students with ASD. Thematic analysis of the data was performed using ATLAS.ti software. Results: The findings point to significant barriers, such as teacher resistance to change, perceptions of work overload, and a lack of specialized training. Facilitating strategies include structuring the environment, interdisciplinary collaboration, and interest-based learning, highlighting the importance of clear communication between professionals. Conclusions: Effective inclusion requires coordinated efforts, ongoing staff training, and an institutional cultural transformation, highlighting the potential of Universal Design for Learning (UDL).