Skip to main navigation menu Skip to main content Skip to site footer

Vol. 15 No. 42 (2024)
…[y] matemática [y] educación [y] filosofía [y]…

Temática central

Conceptions of Mathematics Teachers about the Inclusion of Students with Autistic Spectrum Disorder

https://doi.org/10.19053/uptc.22160159.v15.n42.2024.16362

Published 2024-10-02

  • Claudia Franceschette
    • ,
  • Kevin André-Pierre Valentín
    • ,
  • Lucía Zapata-Cardona

Claudia Franceschette
Universidad de Antioquia

Kevin André-Pierre Valentín
Universidad de Antioquia

Lucía Zapata-Cardona
University of Antioquia

Abstract

Teachers conceptions, as a component of their cognition, determine inclusive decisions and actions in the mathematics classroom at a time when the number of students with autism spectrum disorder has increased in school systems around the world. This study investigated mathematics teachers; conceptions about the inclusion of students with autism spectrum disorder. An empirical-analytical paradigm was used based on the design and application of a questionnaire with a demographic component and a 70-item Likert scale. The informants were 110 volunteer mathematics teachers from different levels in public or private educational institutions in Colombia. The results suggest that teachers generally have positive conceptions about the school inclusion of students with autism spectrum disorder, but the conceptions are not as positive when they refer to the inclusion of these students in mathematics classes. This study suggests the need for ongoing teacher training to appropriately address school inclusion in mathematics classes.

Keywords

Autism Spectrum Disorders, inclusion, mathematics teachers, teachers’ conceptions

PDF (Español)

References

  1. Acevedo-Rincón, J., Flórez-Pabón, C. & Lizarazo-Cárdenas, E. (2023). Investigaciones sobre trastorno del espectro autista: un análisis de los procesos de enseñanza/aprendizaje de las matemáticas. Revista Colombiana de Educación, (87), 77-98. https://doi.org/10.17227/rce.num87-12116
  2. Adurens, F. D. L. & Vieira, C. M. (2018). Concepção de professores sobre a inclusão do aluno com autismo: uma pesquisa bibliográfica. Cadernos de Pós-Graduação em Distúrbios do Desenvolvimento São Paulo, 18 (2), 94-124, http://editorarevistas.mackenzie.br/index.php/cpgdd/article/view/12116
  3. Aerny Perreten, N., Domínguez-Berjón, F., Astray Mochales, J. et al. (2012). Tasas de respuesta a tres estudios de opinión realizados mediante cuestionarios en línea en el ámbito sanitario. Gaceta Sanitaria, 26 (5), 477–479. https://dx.doi.org/10.1016/j.gaceta.2011.10.016
  4. Ainscow, M. (2020). Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6 (1), 7-16. https://doi.org/10.1080/20020317.2020.1729587
  5. Al-Sharbati, M., Al-Farsi, Y., Ouhtit, A. et al. (2015). Awareness about autism among school teachers in Oman: A cross-sectional study. Autism 19 (1), 6-13. https://doi.org/10.1177/1362361313508025
  6. APA - American Psychiatric Association (2014). Guía de consulta de los Criterios Diagnósticos del DSM-5. https://www.eafit.edu.co/ninos/reddelaspreguntas/Documents/dsm-v-guia-consultamanual-diagnostico-estadistico-trastornos-mentales.pdf
  7. Autismo Andalucía (2001). Guía para la atención educativa a los alumnos y alumnas con trastornos del espectro autista, Consejería de Educación y Ciencia. España. https://www.juntadeandalucia.es/averroes/centros-tic/41002116/helvia/sitio/upload/Guia_para_la_atencion_educativa_al_alumnado_con_trast_espectro_autista.pdf
  8. Baron-Cohen, S., Leslie, A. M. & Frith, U. (1985). Does the autistic child have a «Theory of Mind»? Cognition, 21 (1), 37-46. https://doi.org/10.1016/0010-0277(85)90022-8
  9. Baron-Cohen, S. (2017). Editorial Perspective: Neurodiversity – a Revolutionary Concept for Autism and Psychiatry. Journal of Child Psychology and Psychiatry, 58 (6), 744-747. https://doi.org/10.1111/jcpp.12703
  10. Cardoso, D. M. (2016). Funções Executivas: Habilidades matemáticas en crianças com Transtorno do Espectro Autista (TEA) [Tese Doctoral]. Universidade Federal da Bahia.
  11. D’Ambrosio, U. (2018). The program Ethnomathematics: Cognitive, anthropological, historic and sociocultural bases. PNA, 12 (4), 229-247 https://doi.org/10.30827/pna.v12i4.7851
  12. Fenton, A. & Krahn, T. (2007). Autism, Neurodiversity and Equality Beyond the ‘Normal. Journal of Ethics in Mental Health, 2 (2), 1-6. https://jemh.ca/issues/v2n2/documents/JEMH_V2N2_Theme_Article2_Neurodiversity_Autism.pdf
  13. Fincham, J. E. (2008). Response rates and responsiveness for surveys, standards and the journal. American Journal of Pharmaceutical Education, 72 (2), 43. https://doi.org/10.5688/aj720243
  14. Franceschette, C. & Zapata-Cardona, L. (2019). El profesor que enseña matemáticas en el proceso de inclusión del alumno con Trastorno del Espectro Autista (TEA). Educação Matemática Em Revista,24(64), 287-303. http://sbemrevista.kinghost.net/revista/index.php/emr/article/view/2001
  15. Frith, U. & Happé, F. (1994). Autism: Beyond «Theory of Mind»”, Cognition, 50 (1-3), 115-132. https://doi.org/10.1016/0010-0277(94)90024-8
  16. García-Peñas, J. J. Domínguez-Carral, J. & Pereira-Bezanilla, E. (2012). Alteraciones de la sinaptogénesis en el autismo. Implicaciones etiopatogénicas y terapéuticas, Revista de Neurología, 54, 41–50. https://doi.org/10.33588/rn.54S01.2011708
  17. Gini, S., Knowland, V., Thomas, M. et al. (2021). Neuromyths about Neurodevelopmental Disorders: Misconceptions by Educators and the General Public. Mind, Brain and Education, 15 (4), 289-298. https://doi.org/10.1111/mbe.12303
  18. Golshan, F. Soltani, A. & Afarinesh, M. (2019). The study of executive functions domains in children with high-functioning autism. Learning and Motivation, 67 (1), 1-10. https://doi.org/10.1016/j.lmot.2019.101578
  19. Gutiérrez-Ruiz, K., Cano, D. & Hernández, A. (2020). Evaluación del Funcionamiento Ejecutivo y Habilidades adaptativas en un niño de 11 años con diagnóstico de TEA en comorbilidad con TDAH: Un estudio de Caso. Revista Tesis Psicológica, 15 (1), 1-22. https://doi.org/10.37511/tesis.v15n1a4
  20. King, S. Lemons, C. & Davidson, K. (2016). Math interventions for students with Autism Spectrum Disorders: A best-evidence synthesis. Exceptional Children, 82 (4), 443-462. https://doi.org/10.1177/0014402915625066
  21. López, C. (2019). Estudio comparativo de las concepciones acerca del autismo, desde la perspectiva de las neurociencias y la neurodiversidad. Informe de investigación Universidad Andina Simón Bolívar.
  22. Omote, S., Fonseca-Janes, C. R. X. & Vieira, C. M. (2014). Variáveis pessoais do professor e suas relações com a classe. En: Omote, S. et al. (Ed.). Reflexiones internacionales sobre la formación de professores para la atenção a los alumnos com necessidades educativas especiales. (pp. 149-178). Universidade de Alcalá.
  23. Ortega, F. (2009). Deficiência, Autismo e Neurodiversidade. Ciência & Saúde Coletiva, 14 (1), 67–77. https://doi.org/10.1590/S1413-81232009000100012
  24. Pajares, F. (1992). Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research, 62 (3), 307-332. https://doi.org/10.3102/00346543062003307
  25. Pellicano, E. (2013). Sensory symptoms in autism: a blooming, buzzing confusion? Child Development Perspectives, 7 (3), 143-148. https://doi.org/10.1111/cdep.12031
  26. Perera, V. Melero, N. & Moriña, A. (2022). Prácticas docentes para una educación inclusiva en la universidad con estudiantes con discapacidad. Percepciones del profesorado. Revista Mexicana de Investigación Educativa, 27 (93) 433-454.
  27. Rimland, B. (2002). Lo que he aprendido. Cuatro décadas y media como padre e investigador. II Seminario Internacional de Autismo. Caracas, Venezuela. https://nanopdf.com/download/discursodel-dr-bernard-rimland_pdf
  28. Rodrigues, R., Domiciano, P. & Emerich-Geraldo, D. (2018). Deficiência intelectual e transtorno do espectro autista: uma revisão da literatura sobre os comportamentos do professor na inclusão escolar. Cadernos de Pós-Graduação em Distúrbios do Desenvolvimento, 18 (2), 170-186. http://editorarevistas.mackenzie.br/index.php/cpgdd/article/view/12119/7491
  29. Rodrigues, I. B., Moreira, L. E. & Lerner. R. (2012). Análise institucional do discurso de professores de alunos diagnosticados como autistas em inclusão escolar. Psicologia: teoria e prática, 14(1), 70-83. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1516-36872012000100006&lng=pt&tlng=pt
  30. Rodrigues, M. G., Sousa, R. D. & Vargas, T B T. (2019). Infancias denominadas autistas en la escuela: repercusiones de investigaciones en el máster en enseñanza. Praxis & Saber, 10(23), 117–138. https://doi.org/10.19053/22160159.v10.n23.2019.9726
  31. Santos, M. A. & Santos, M. F. S. (2011). Representações sociais de professores sobre o autismo infantil. Psicologia & Sociedade, 23(3), 364-372. https://doi.org/10.1590/S0102-71822012000200014
  32. Thompson, A. (1984). The relationship of teachers’ conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15, 105-127. https://doi.org/10.1007/BF00305892
  33. Unesco (1990). Declaración Mundial sobre Educación para Todos. Marco de Acción para Satisfacer las Necesidades Básicas de Aprendizaje. Conferencia Mundial Jomtien, Tailandia, 5 al 9 marzo de 1990. https://www.humanium.org/es/wp-content/uploads/2013/09/1990-DeclaracionMundialEducacion.pdf
  34. Unesco (1994). Declaración de Salamanca. Conferencia Mundial sobre Necesidades Educativas Especiales. Acceso y calidad. Madrid: UNESCO. https://cultura-sorda.org/declaracion-desalamanca-conferencia-mundial-sobre necesidades-educativas-especiales-acceso-y-calidad-1994/
  35. Unesco (2005). Guidelines for Inclusion: Ensuring Access to Education for All. https://unesdoc.unesco.org/ark:/48223/pf0000140224
  36. Unesco (2007). Declaración de educación para todos: un asunto de derechos humanos. Buenos Aires, Argentina. Unesco.
  37. Uribe, L. H. (2010). Trastornos del espectro autista, en M. Rosselli, E. Matute y A. Ardila (Editores), Neuropsicología del desarrollo infantil (pp. 297-322). Manual Moderno, http://bibliosjd.org/wpcontent/uploads/2017/03/Neuropsicologia-del-desarrollo-infantil.pdf
  38. Vélez Latorre, L. & Manjarrés Carrizalez, D. (2020). La educación de los sujetos con discapacidad en Colombia: abordajes históricos, teóricos e investigativos en el contexto mundial y latinoamericano. Revista Colombiana de Educación, 78, 253-297. http://doi.org/10.17227/rce.num78-9902
  39. Vieira-Rodrigues, M. M. & Sanches-Ferreira, M. M. (2017). A inclusão de crianças com necessidades educativas especiais no ensino regular em Portugal: a opinião de educadores de infância e de professores do 1º ciclo do ensino público e privado. Revista Brasileira de Educação Especial, 23 (1), 37-52. https://doi.org/10.1590/S1413-65382317000100004
  40. Volk, H., Lurmann, F., Penfold, B. et al. (2013). Traffic-related air pollution, particulate matter, and autism. JAMA Psychiatry, 70 (1), 71-77. 10.1001/jamapsychiatry.2013.266

Downloads

Download data is not yet available.

Similar Articles

<< < 5 6 7 8 

You may also start an advanced similarity search for this article.