Apoyo a la inclusión educativa del alumnado con Trastornos del Espectro Autista: un estudio preliminar de asistentes personales

Esther Polo Márquez; Juan José  Leiva Olivencia; Marta Sandoval Mena

doi:10.6018/reifop.553511

Autores/as

Esther Polo Márquez Universidad de Málaga https://orcid.org/0000-0001-9807-8217
Juan José Leiva Olivencia Universidad de Málaga https://orcid.org/0000-0002-0082-1154
Marta Sandoval Mena Universidad Autónoma de Madrid https://orcid.org/0000-0003-1931-1872

DOI: https://doi.org/10.6018/reifop.553511

Palabras clave: Maestro sombra, Inclusión educativa, Atención a la diversidad, TEA

Resumen

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

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