Garantías de inclusión educativa para personas con Trastornos del Espectro Autista (TEA) en los niveles básico y medio de Cúcuta
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Fecha
2023
Autores
Martínez Ariza, Allison Krisley
Larios Castro, Lauris Marcela
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El presente proyecto de investigación se centró en el tema de las garantías de educación inclusiva para personas con Trastornos del Espectro Autista (TEA) en Cúcuta. El objetivo principal de la investigación fue determinar las garantías de inclusión educativa en los niveles básico y medio para personas con Trastornos del Espectro Autista (TEA) en Cúcuta, el cual fue desarrollado mediante una metodología cuantitativa. A través de una revisión de la legislación vigente y las políticas públicas locales, se evidenció que el sistema colombiano busca equiparar el desempeño de las personas con discapacidad, incluyendo a aquellos con TEA, con el resto de la sociedad, en línea con el principio de igualdad, desde un paradigma social de la discapacidad. Tras revisar la oferta educativa en Cúcuta, se observa que, aunque cuarenta y ocho (48) colegios brindan educación a niños con TEA, existe una concentración significativa en algunas instituciones, como el Instituto Técnico Guaimaral. En este sentido, puede concluirse que, a pesar de los esfuerzos realizados por la institucionalidad para incluir a estos estudiantes, aún es necesario superar desafíos para garantizar una distribución equitativa de los servicios educativos inclusivos.
This research project focuses on the issue of inclusive education guarantees for people with autism spectrum disorders (ASD) in Cucuta. The main objective of the research is to determine the guarantees of educational inclusion at the basic and intermediate levels for people with autism spectrum disorders (ASD) in Cucuta, which was developed using a quantitative methodology. Through a review of current legislation and local public policies, it is evident that the Colombian system seeks to equate the performance of people with disabilities, including those with ASD, with the rest of society, in line with the principle of equality, from a social paradigm of disability. After reviewing the educational offer in Cucuta, it is observed that, although forty-eight (48) schools provide education to children with ASD, there is a significant concentration in some institutions, such as the Guaimaral Technical Institute. In this sense, it can be concluded that, despite the efforts made by the institutions to include these students, it is still necessary to overcome challenges to guarantee an equitable distribution of inclusive educational services.
This research project focuses on the issue of inclusive education guarantees for people with autism spectrum disorders (ASD) in Cucuta. The main objective of the research is to determine the guarantees of educational inclusion at the basic and intermediate levels for people with autism spectrum disorders (ASD) in Cucuta, which was developed using a quantitative methodology. Through a review of current legislation and local public policies, it is evident that the Colombian system seeks to equate the performance of people with disabilities, including those with ASD, with the rest of society, in line with the principle of equality, from a social paradigm of disability. After reviewing the educational offer in Cucuta, it is observed that, although forty-eight (48) schools provide education to children with ASD, there is a significant concentration in some institutions, such as the Guaimaral Technical Institute. In this sense, it can be concluded that, despite the efforts made by the institutions to include these students, it is still necessary to overcome challenges to guarantee an equitable distribution of inclusive educational services.
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Palabras clave
Derecho a la educación, Inclusión educativa, Discapacidad, Trastornos del espectro autista, Right to education, Educational inclusion, Disabilities, Autism spectrum disorders
