Impact of teacher training on inclusive strategies for the care of children with autism spectrum disorders at the Rosa Celeste center

Abstract

Introduction: Educational inclusion represents an alternative for addressing the diversity of all students, especially those who, for various reasons, do not achieve the objectives set by the school curriculum. Objective: To analyze the impact of teacher training on the application of inclusive strategies for the care of children with autism spectrum disorders at the Rosa Celeste school. Materials and Methods: This non-experimental, descriptive study followed a mixed-methods paradigm. Theoretical methods such as analysis and synthesis, inductive-deductive reasoning, and a systems approach guided the research process. Empirical methods included observation and interviews with teachers at the Rosa Celeste Educational Unit. The population consisted of 64 teachers, of whom 10 worked directly with children with autism spectrum disorders. Results: This analysis shows that, while there is a widespread commitment to inclusive education, significant challenges persist in teacher training, material resources, and institutional support, limiting the full development of inclusive practices for teachers working with students with ASD. Discussion: The results obtained are consistent with the study by Hernández and Rodríguez (2021) conducted in Mexican schools, which identified that 85% of teachers reported knowing inclusive strategies for students with ASD, but only 45% had received specialized training. Conclusions: The combination of fragmented training, insufficient institutional support, and limited material resources creates a scenario where the effectiveness of practices depends predominantly on individual effort and professional resilience, generating inequities in specialized educational support.