¿Central o periférico? Inclusión desigual de los niños con autismo en los primeros años de la escuela primaria en Irlanda

Abstract

The implementation of inclusion in schools has proved challenging, and research has shown that children with Autism are frequently the recipients of separating practices and exclusion from regular schools. In spite of the many widely espoused inclusive educational policy principles and directives at the international and national levels, and the support of research evidence, inclusive education is still a work in progress. Evidence is scarce on the day to day interactions of children with autism and other educational actors in school.  Most research on the inclusive education of children with Autism focused on teachers’ attitudes, children with Autism social difficulties with their peers due to their Autism, and teachers required training to cater for children with Autism. To address the gap in research, the current study was conducted to shed light on the daily interactions in schools while putting inclusion into practice. This research adopted a qualitative methodology. Through observations, presented eight case studies outlining the daily interactions in the early years of primary school between eight children with Autism, their teachers, support teachers, Special Needs Assistants and peers in the classroom, the playground and the support classroom. The study being presented here draws on data from this original research and presents two case studies based on a purposeful selection to illustrate contrasting approaches to inclusion. First, the case of Max, focuses on a child whose support fell short in terms of including him within the mainstream settings. Second is the case of Joe, a child who was supported alongside his peers in the school settings, thus facilitating his inclusive education.  The two contrasting versions of mainstream education in practice are discussed outlining what enabled or inhibited the inclusion of Max and Joe in their schools. The findings from the cases presented in this paper highlight how interactions, support, and participation are intertwined dimensions that shed light onto the paths that enable or inhibit inclusion.The implementation of inclusion in schools has proved challenging, and research has shown that children with Autism are frequently the recipients of separating practices and exclusion from regular schools (Slee, 2019). In spite of the many widely espoused inclusive educational policy principles and directives at the international and national levels, and the support of research evidence, inclusive education is still a work in progress (Ainscow, 2020). Evidence is scarce on the day to day interactions of children with autism and other educational actors in school (Pennings et al., 2014).  Most research on the inclusive education of children with Autism has focused on teachers’ attitudes, children with Autism social difficulties with their peers, adopting a deficit model approach, and teachers’ training needs to cater for children with Autism (Humphrey and Lewis, 2015; Garrad, et al., 2019; Lindsay, et al., 2014). To address the gap in research, the current study was conducted to shed light on the daily interactions in schools while putting inclusion into practice. This research adopted a qualitative methodology. Through observations, presented eight case studies outlining the daily interactions in the early years of primary school between eight children with Autism, their teachers, support teachers, Special Needs Assistants and peers in the classroom, the playground and the support classroom. The study being presented here draws on data from this original research and presents two case studies based on a purposeful selection to illustrate contrasting approaches to inclusion. First, the case of Max, focuses on a child whose support fell short in terms of including him within the mainstream settings. Second is the case of Joe, a child who was supported alongside his peers in the school settings, thus facilitating his inclusive education.  The two contrasting versions of mainstream education in practice are discussed outlining what enabled or inhibited the inclusion of Max and Joe in their schools. The findings from the cases presented in this paper highlight how interactions, support, and participation are intertwined dimensions that shed light onto the paths that enable or inhibit inclusion.La implementación de la inclusión en las escuelas ha demostrado ser un reto, y la investigación ha demostrado que los niños con autismo son con frecuencia los destinatarios de las prácticas de separación y exclusión de las escuelas regulares (Slee, 2019). A pesar de los muchos principios y directivas de política educativa inclusiva ampliamente adoptados a nivel internacional y nacional, y el apoyo de la evidencia de la investigación, la educación inclusiva sigue siendo un trabajo en progreso (Ainscow, 2020). La evidencia es escasa en las interacciones cotidianas de los niños con autismo y otros actores educativos en la escuela (Pennings et al., 2014). La mayor parte de la investigación sobre la educación inclusiva de los niños con autismo se ha centrado en las actitudes de los profesores, las dificultades sociales de los niños con autismo con sus compañeros, la adopción de un enfoque de modelo de déficit y las necesidades de formación de los profesores para atender a los niños con autismo (Humphrey y Lewis, 2015; Garrad, et al., 2019; Lindsay, et al., 2014). Para abordar la brecha en la investigación, el presente estudio se llevó a cabo para arrojar luz sobre las interacciones diarias en las escuelas mientras se pone en práctica la inclusión. Esta investigación adoptó una metodología cualitativa. A través de observaciones, se presentaron ocho estudios de caso que describen las interacciones diarias en los primeros años de la escuela primaria entre ocho niños con autismo, sus profesores, profesores de apoyo, asistentes de necesidades especiales y compañeros en el aula, el patio y el aula de apoyo.El estudio que se presenta aquí se basa en los datos de esta investigación original y presenta dos estudios de casos basados en una selección intencionada para ilustrar enfoques contrastados de la inclusión. En primer lugar, el caso de Max, se centra en un niño cuyo apoyo se quedó corto a la hora de incluirlo en los entornos ordinarios. El segundo es el caso de Joe, un niño que recibió apoyo junto a sus compañeros en el entorno escolar, lo que facilitó su educación inclusiva. Se discuten las dos versiones opuestas de la educación ordinaria en la práctica y se esboza lo que permitió o impidió la inclusión de Max y Joe en sus escuelas. Las conclusiones de los casos presentados en este documento ponen de relieve cómo las interacciones, el apoyo y la participación son dimensiones entrelazadas que arrojan luz sobre las vías que permiten o impiden la inclusión