Percepción de los docentes universitarios con respecto al trabajo con estudiantes con trastorno del espectro autista grado 1 en la educación superior

Abstract

The purpose of this research is to analyze and describe the perception of university teachers regarding students with Autism Spectrum Disorder Grade 1 in higher education. This information, obtained through semi-structured interviews, was categorized and organized and then codified into thematic units. Subsequently, subcategories were assigned to achieve a greater specification of the content and, finally, the data was theorized. The results show that teachers recognize that the most outstanding characteristics are: above-average intellectual capacity, a broad memory, being structured and their routines. Faced with this, they tend to perceive it in a positive way, showing themselves willing to carry out actions both academically and emotionally, favoring their full inclusion. On the other hand, they consider that institutions need to implement training programs on attention to diversity in higher education, as well as provide support to students with some condition that contributes to their comprehensive development. Finally, it can be seen that, having knowledge of the disorder, the teacher presents a supportive attitude and his approach is more oriented to meet the educational needs of the students, either with aids or methods for the adaptation of the students.

The purpose of this research is to analyze and describe the perception of university teachers regarding students with Autism Spectrum Disorder Grade 1 in higher education. This information, obtained through semi-structured interviews, was categorized and organized and then codified into thematic units. Subsequently, subcategories were assigned to achieve a greater specification of the content and, finally, the data was theorized. The results show that teachers recognize that the most outstanding characteristics are: above-average intellectual capacity, a broad memory, being structured and their routines. Faced with this, they tend to perceive it in a positive way, showing themselves willing to carry out actions both academically and emotionally, favoring their full inclusion. On the other hand, they consider that institutions need to implement training programs on attention to diversity in higher education, as well as provide support to students with some condition that contributes to their comprehensive development. Finally, it can be seen that, having knowledge of the disorder, the teacher presents a supportive attitude and his approach is more oriented to meet the educational needs of the students, either with aids or methods for the adaptation of the students.