Early educational trajectories of children with autism spectrum disorder in Chile: challenges and facilitators

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dc.catalogadorgjm
dc.contributor.authorMartínez Rebolledo, Camila
dc.contributor.authorDavidoff Ustilovsky, Ester Alexandra
dc.contributor.authorBriceño, Rocío
dc.date.accessioned2024-06-11T14:35:41Z
dc.date.available2024-06-11T14:35:41Z
dc.date.issued2023
dc.description.abstractInclusive education and special education are the means of education for people with special educational needs and specific disabilities. Inclusive education has been promoted in recent decades as the optimal method of educating in diversity. However, in Chile, access to quality education remains a major challenge for students and their families. In this article, we explore the experiences, motivations, and main factors in making early educational decisions by families and caregivers of children on the autism spectrum. In particular, using six semi-structured interviews conducted with families and caregivers of children, we study the process of initial entry into the educational system, including parents' perceptions and knowledge of the access routes to it and the facilitators and barriers present for their incorporation. The results indicate that, from the very beginning, the information available social and family attitudes, may hinder children's access to the available care and education system, with a generalized demand to strengthen social and institutional support networks. In general, and as may be expected, educational decisions, trajectories, and expectations are interdependent and evolve with the experience of caregivers and children in the educational system and their families.
dc.description.funderThe author(s) declare financial support was received for the research, authorship, and/or publication of this article. This research was funded by ANID PIE CIE160007.
dc.fechaingreso.objetodigital2024-06-11
dc.format.extent17 páginas
dc.fuente.origenORCID
dc.identifier.doi10.3389/feduc.2023.1259428
dc.identifier.eissn2504-284X
dc.identifier.urihttps://doi.org/10.3389/feduc.2023.1259428
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/86726
dc.identifier.wosidWOS:001085893100001
dc.information.autorucS/I; Martínez Rebolledo, Camila; S/I; 1258823
dc.information.autorucInstituto de Sociología; Davidoff Ustilovsky, Ester Alexandra; S/I; 249143
dc.language.isoen
dc.nota.accesocontenido completo
dc.revistaFrontiers in Education
dc.rightsacceso abierto
dc.rights.licenseCC BY 4.0 ATTRIBUTION 4.0 INTERNATIONAL Deed
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectSpecial educational needs
dc.subjectAutism spectrum disorder
dc.subjectEarly educational trajectories
dc.subjectParent expectancies
dc.subjectEducational decision making
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación y calidad
dc.titleEarly educational trajectories of children with autism spectrum disorder in Chile: challenges and facilitators
dc.typeartículo
dc.volumen8
sipa.codpersvinculados1258823
sipa.codpersvinculados249143
sipa.trazabilidadORCID;2024-06-10
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