Inclusive Education of Students with ASD in the Province of Misiones, Argentina. Support Devices, NEEDS and Views of People with ASD, Their Families and Teachers.

Background: The central issue of our research focuses on the perception of the students with ASD, their families and the various school actors (teachers, support teachers, principals) on the processes of inclusion in mainstream schools of students with ASD in Misiones. Misiones is a province located in Northeastern, in Argentina. Its population is descended from local Aboriginal communities and European immigration. There are no epidemiological studies of ASD in the region or data known about health and educational services for people with ASD and their families. We believe that this study can initiate a deeper understanding of the topic to promote public policies that address the needs of families in the area.

Objectives: Inquire about the dynamics of educational intervention among actors (teachers, families, support teachers, students with ASD) during the process of educational inclusion in the Province of Misiones, Argentina. Identify the needs of students with ASD and their families related with support devices, access to schools and health services. Explore what human and material resources are involved in the process of inclusion of students with ASD in Misiones.

Methods: Participants: 30 students with ASD through surveys completed by support teachers, families, teachers and students with ASD included in mainstream schools in Misiones. 4 types of surveys were developed: "T" Teachers, "F" Family, "ST" Support teachers and "S" Students. The "T" survey: eighteen (18) statements and questions was given to different teachers of students with ASD. The "F" survey: nineteen (19) statements and questions was given to different family members who are responsible for students with ASD. The "ST" survey: thirty (30) statements and questions was given to support teachers. The "S" survey: thirteen (13) statements and questions was given to different students with ASD included in mainstream schools.

Results: After data collection, we will proceed to process the acquired data for further analysis and interpretation, considering the different variables and interaction of surveys.

Conclusions: In practice, the support teacher has multiple functions such as: intervening with specific support in schoolwork, promoting relationships with class teachers and peers, and advising principals and teachers. This supporting device constitutes a scaffolding which is taken away gradually. The teacher intervention includes three levels: a) the relationship between the main teacher and the student; b) the relationship between the student and his schoolmates; c) the relation with the classroom’s tasks, learning process and academic skills. The figure of the support teacher points one of the possible ways of re-including students that were excluded from school. The necessary changes are not possible without inclusive educational policy proposals. The inclusive education become a key area to create educational spaces that assume a commitment to understand the difference instead of deny it or exclude it. The educational research in the area may also be a source of dialogue, growth and search for new ways of teaching. The challenge is to minimize barriers and increase opportunities for people with ASD, to guide schools through a process of inclusive school development in Latin American countries.