Trastornos del espectro autista en la Educación Superior Chilena/Autism spectrum disorders in Chilean higher education
Palabras clave:
autismo; enseñanza superior; trastorno del espectro autista; inclusiónResumen
El estudio de investigación bibliográfica se desarrolló considerándose autores desde el año 2005 al 2021 , tiene como objetivo general informar el estado del arte del estudiante con Trastorno del Espectro Autista (TEA) y su ingreso en la Educación Superior chilena actualmente, si bien se han logrado avances desde el enfoque inclusivo con acciones de implementación tales como: accesibilidad y acciones administrativas, aún falta lograr una real inclusión de este estudiante universitario en igualdad de condiciones en su formación profesional. El sistema actual mantiene una política de invisibilidad en su proceso formativo en el aula. Las instituciones chilenas de Educación Superior deben asumir una educación de calidad desde lo político, con acciones de sensibilización y capacitación, para conocer lo que significa un estudiante con TEA en todos los niveles, lo que permitirá crear una cultura de acogida e inclusiva en las prácticas cotidianas, específicamente de su formación profesional.
Abstract
The bibliographic research study was developed considering authors from 2005 to 2021. Its general objective is to account for the current level of students with Autism Spectrum Disorder (ASD) and their entry into Higher Education in Chile. Although progress has been made from the inclusive approach with implementation actions such as: accessibility and administrative actions, there is still a need to achieve a real inclusion of this university student in equal conditions in their professional training. The current system maintains a policy of invisibility as to their training process in the classroom. The Chilean institutions of higher education must assume a quality education from the political point of view, with awareness and training actions to know what a student with ASD means in all the strata, creating a welcoming and inclusive culture in their daily practices, specifically for their professional training.
Keywords: Autism Spectrum Disorder; International Agreements; Inclusion; Higher Education
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