Teacher Training and Challenges in the Inclusion of Students with Autism Spectrum Disorder

Abstract

This article analyzes the relationship between teacher education and the inclusion of students with Autism Spectrum Disorder (ASD) in basic education, based on a study derived from a master’s dissertation defended in 2025 at Universidad del Sol (UNADES). Grounded in the inclusive education paradigm, the study articulates contributions from the social model of disability and the sociocultural theory of human development. It adopts a qualitative, applied, and descriptive-analytical approach, conducted in public schools that enroll students with ASD in mainstream classrooms. Data were collected through semi-structured interviews with classroom teachers and document analysis, and interpreted using content analysis procedures. The findings indicate that although institutional recognition of inclusive education has advanced, significant gaps remain in both initial and continuing teacher education, as well as in structural conditions that directly affect pedagogical practices. Inclusive strategies are frequently developed through individual teacher initiatives, lacking systematic institutional support. The study concludes that teacher education constitutes a structural axis for the consolidation of inclusive schooling for students with ASD; however, its effectiveness depends on the articulation between consistent public policies, committed school leadership, and a collaborative institutional culture. The research contributes to the academic debate by highlighting the need for sustained and context-based professional development processes capable of promoting theoretically grounded and equitable pedagogical practices.