
Perspectives on Educational Inclusion from a Small Sample of Autistic Pupils in Santiago, Chile
By: Olivia Eguiguren Istuany and Rebecca Wood
References
- Ashburner, Jill, Jenny Ziviani, and Silvia Rodger. 2008. “Sensory Processing and Classroom Emotional, Behavioral, and Educational Outcomes in Children with Autism Spectrum Disorder.” The American Journal of Occupational Therapy 62(5): 564–573. DOI: 10.5014/ajot.62.5.564
- Bauminger, Nirit, and Connie Kasari. 2003. “Loneliness and Friendship in High-Functioning Children with Autism.” Child Development 71(2): 447–456. DOI: 10.1111/1467-8624.00156
- Bibilioteca del Congreso Nacional
de Chile (BCN), Asesoría Técnica Parlamentaria (ATP).
2018. “Datos de la modalidad de
Educación Especial en Chile, año 2018.”
Retrieved from
https://www.bcn.cl/obtienearchivo?id=repositorio/10221/26781/2/BCN__datos_de_EE_y_estudiantes_con_NEE_Final.pdf . - Bogdashina, Olga. 2016. Sensory Perceptual Issues in Autism and Asperger Syndrome, 2nd ed. London: Jessica Kingsley Publishers.
- Bolling, Danielle, Naomi Pitskel, Ben Deen, Michael Crowley, James McPartland, Martha Kaiser, et al. 2011. “Enhanced neural responses to rule violation in children with autism: A comparison to social exclusion.” Developmental Cognitive Neuroscience 1(3): 280–294. DOI: 10.1016/j.dcn.2011.02.002
- Braun, Virginia, and Victoria Clarke. 2006. “Using thematic analysis in psychology.” Qualitative Research in Psychology 3(2): 77–101. DOI: 10.1191/1478088706qp063oa
- Byrne, Jasmina, Daniel Kardefelt-Winther, Sonia Livingstone, and Mariva Stoilova. 2016. Global Kids Online research toolkit: qualitative guide. Global Kids Online. London, UK: UNICEF, Office of Research–Innocenti and The London School of Economics and Political Science.
- Caldwell, Phoebe. 2006. Finding You, Finding Me: Using Intensive Interaction to get in touch with people whose severe learning disabilities are combined with autistic spectrum disorder. London: Jessica Kingsley Publishers.
- Causton-Theoharis, Julie, Christine Ashby, and Meghan Cosier. 2009. “Islands of Loneliness: Exploring Social Interaction through the Autobiographies of Individuals with Autism.” Intellectual and Developmental Disabilities 47(2): 84–96. DOI: 10.1352/1934-9556-47.2.84
- Cerreta,
Sophia. 2018.
“Experiences of young people with autism in the city of
Temuco, from the perception of their relatives and
educators.”
Independent Study Project (ISP) Collection,
2895.
https://digitalcollections.sit.edu/isp_collection/2895/ . - Christensen, Pia, and Allison James. 2017. Research with Children: Perspectives and Practices, 3rd ed. Abingdon: Routledge.
- Contreras, Dante, Miguel Brante, Sebastian Espinoza, and Isabel Zuñega. 2020. “The effect of the integration of students with special educational needs: Evidence from Chile.” International Journal of Educational Development. DOI: 10.1016/j.ijedudev.2020.102163
- Cornejo-Valderrama,
Carolina. 2017.
“Educational Response in the Attention to Diversity
from the Perspective of Support Professionals.”
Revista Colombiana de Educación
73: 77–96.
http://www.scielo.org.co/pdf/rcde/n73/0120-3916-rcde-73-00077 . - Dawson,
Michelle,
Isabelle
Soulières,
Morton Ann
Gernsbacher, and
Laurent
Mottron. 2007.
“The level and nature of autistic
intelligence.”
Psychological Science
18(8):
657–662.
https://journals.sagepub.com/doi/10.1111/j.1467-9280.2007.01954.x . DOI: 10.1111/j.1467-9280.2007.01954.x - Díaz
Meza, Romino, and
Rocío Atala
Fuentes. 2015.
“Inclusion-Exclusion: a rising tension from the law
N°20,845.”
Revista Sul Americana de Psicología
3(2):
210–229.
http://ediciones.ucsh.cl/ojs/index.php/RSAP/article/view/1765 - Dockrell,
Julie, and
Bridget
Shield. 2006.
“Acoustical Barriers in Classrooms: The Impact of Noise
on Performance in the Classroom.”
British Educational Research Journal
32(3):
529–505.
https://onlinelibrary.wiley.com/doi/abs/10.1080/01411920600635494 . DOI: 10.1080/01411920600635494 - Eugenin, Maria, Rosario Moore, Javiera Martinez-Gutierrez, Carolina Perez, and Patricia Valenzuela. 2015. “Screening for autism in Santiago Chile: Community perspectives.” International Journal of Child and Adolescent Health 8(4): 439–448.
- Falkmer, Marita, Mats Granlund, Claes Nilholm, and Torbjörn Falkmer. 2012. “From my perspective – Perceived participation in mainstream schools in students with autism spectrum conditions.” Developmental Neurorehabilitation 15(3): 191–201. DOI: 10.3109/17518423.2012.671382
- Finch,
Helen, and
Jane
Lewis. 2003.
“Focus Groups.” Qualitative Research Practice: A guide for Social Science Students and Researchers, edited by Jane Ritchie, and Jane Lewis, 170–198. London: SAGE Publications. - Fletcher-Watson, Sue. 2014. “A Targeted Review of Computer-Assisted Learning for People with Autism Spectrum Disorder: Towards a Consistent Methodology.” Review Journal of Autism and Developmental Disorders 1(2): 87–100. DOI: 10.1007/s40489-013-0003-4
- Gee,
Lind, and
William
Leith. 2011.
“The Global Seismographic
Network.”
US Geological Survey.
2011–3021: 2. Accessed August 14, 2019.
https://pubs.usgs.gov/fs/2011/3021/ . - Goodall, Craig. 2018. “I felt closed in and like I couldn’t breathe: A qualitative study exploring the mainstream educational experiences of autistic young people.” Autism & Developmental Language Impairments 3: 1–16. DOI: 10.1177/2396941518804407
- Grove, Rachel, Rosa Hoekstra, Marlies Wierda, and Sander Begeer. 2018. “Special interests and subjective wellbeing in autistic adults.” Autism Research 11: 766–775. DOI: 10.1002/aur.1931
- Gunn, Kerry, and Jonathan Delafield-Butt. 2016. “Teaching children with autism spectrum disorder with restricted interests: A review of evidence for best practice.” Review of Educational Research 86(2): 408–430. DOI: 10.3102/0034654315604027
- Heasman, Brett, and Alex Gillespie. 2018. “Neurodivergent intersubjectivity: Distinctive features of how autistic people create shared understanding.” Autism 1–12. DOI: 10.1177/1362361318785172
- Humphrey, Neil, and Sarah Lewis. 2008. “Make Me Normal: The views and experiences of pupils on the autistic spectrum in mainstream secondary schools.” Autism 12(1): 23–46. DOI: 10.1177/1362361307085267
- Kennedy, Christine, Susan Kools, and Richard Krueger. 2001. “Methodological considerations in children’s focus groups.” Nursing Research Journal 50(3): 184–187. DOI: 10.1097/00006199-200105000-00010
- Klatte, Maria, Kirstin Bergström, and Thomas Lachmann. 2013. “Does Noise Affect Learning? A Short Review on Noise Effects on Cognitive Performance in Children.” Frontiers in Psychology 4(578): 1–6. DOI: 10.3389/fpsyg.2013.00578
- Koenig, Kristie Patten, and Lauren Hough Williams. 2017. “Characterization and utilization of preferred interests: A survey of adults on the autism spectrum.” Occupational Therapy in Mental Health 33(2): 129–140. DOI: 10.1080/0164212X.2016.1248877
- Lawson, Wenn. 2011. The passionate mind: How people with autism learn. London: Jessica Kingsley Publishers.
- Leiva-Bianchi,
Marcelo. 2011.
“The relevance and prevalence of post-traumatic stress
after an earthquake: public health problem in Constitución,
Chile.”
Revista de Salud Pública
13(4):
551–559.
http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0124-00642011000400001 . DOI: 10.1590/S0124-00642011000400001 - Lewis, Ann. 2001. “Reflections on interviewing children and young people as a method of inquiry in exploring their perspectives on integration/inclusion.” Journal of Research in Special Educational Needs 1. DOI: 10.1111/j.1471-3802.2001.00146.x
- Locke, Jill, Eric Ishijima, Connie Kasari, and Nancy London. 2010. “Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting.” Journal of Research in Special Educational Needs 10(2): 74–81. DOI: 10.1111/j.1471-3802.2010.01148.x
- López, Verónica, Cristina Julio, Macarena Morales, Carolina Rojas, and María Victoria Pérez. 2014. “Cultural obstacles to inclusion: policies and practices of integration in Chile.” Revista de educación 363: 256–281.
- Manosalva
Mena, Sergio,
Emilio Jaime Mansilla
de Larraechea, and
Andrea Olmos
Ortiz. 2011.
“Employment projections of youth with intellectual
disabilities belonging to the municipal school integration project and
special schools in the city of San Felipe, Chile.”
Revista de Estudios y Experiencias en Educación
10(19):
73–90.
http://hdl.handle.net/11181/4381 . - McAllister, Keith, and Sean Sloan. 2016. “Designed by the pupils, for the pupils: an autism-friendly school.” British Journal of Special Education 43(4): 330–357. DOI: 10.1111/1467-8578.12160
- McConnell, Scott. 2002. “Interventions to Facilitate Social Interaction for Young Children with Autism: Review of Available Research and Recommendations for Educational Intervention and Future Research.” Journal of Autism and Developmental Disorders 32(5): 351–372. DOI: 10.1023/A:1020537805154
- McDonnell,
Andrew, and
Damian
Milton. 2014.
“Going with the flow: Reconsidering ‘repetitive behaviour’ through the concept of ‘flow states’.” In Good Autism Practice: Autism, Happiness and Wellbeing edited by Glenys Jones, and Elizabeth Hurley, 38–47. Birmingham: BILD. - Mellado Hernández, María Elena, Juan Carlos Chaucono Catrinao, Marialena Clementina Hueche Oñate, and Omar Andrés Aravena Kennigs. 2017. “Perceptions of Teachers from a School Integration Program towards Inclusive Education.” Revista Educación 41(1): 119–132. DOI: 10.15517/revedu.v41i1.21597
- Milton, Damian. 2012. “The ontological status of autism: the ‘double empathy problem’.” Disability & Society 27(6): 883–887. DOI: 10.1080/09687599.2012.710008
- Milton,
Damian. 2017.
“Going with the flow: autism and ‘flow
states’.”
Paper presented at Enhancing lives – Reducing Restrictive
Practices, Basingstoke UK,
September . - Ministry of Education (Mineduc),
Government of Chile. 1990.
“Decreto Supremo N° 815.”
Retrieved from
https://especial.mineduc.cl/normativa/decretos-e-instructivos/ . - Ministry of Education (Mineduc),
Government of Chile. 1998.
“Decreto Supremo de Educación
Nº1/98.” Retrieved from
https://www.leychile.cl/Consulta/m/norma_plana?org=&idNorma=120356 . - Ministry of Education (Mineduc),
Government of Chile. 2009.
“Decreto 170.” Retrieved from
https://www.leychile.cl/Consulta/m/norma_plana?org=&idNorma=1012570 . - Ministry of Education (Mineduc),
Government of Chile. 2015.
“Diversificación de la enseñanza: Decreto
N83/2015.” Retrieved from
https://especial.mineduc.cl/normativa/decretos-e-instructivos/ . - Ministry of Education (Mineduc),
Government of Chile. 2016.
“Programa de Integración Escolar PIE, Ley de
Inclusión Escolar 20.845.” Retrieved from
http://especial.mineduc.cl/wp-content/uploads/sites/31/2016/09/Manual-PIE.leyOK_.web_-1.pdf . - Ministry of Education (Mineduc),
Government of Chile. 2017. “El
Primer Gran Debate de la Reforma Educacional: Ley de Inclusión
Escolar.” Retrieved from
https://www.mineduc.cl/wp-content/uploads/sites/19/2018/03/libro_Inclusio%CC%81n_final.pdf . - Ministry of Health, Government of
Chile. 2015. “Qué hacer en
caso de sismo.” Retrieved from
https://degreyd.minsal.cl/que-hacer-en-caso-de-sismo/ . - Morgan, Myfanwy, Sara Gibbs, Krista Maxwell, and Nicky Britten. 2002. “Hearing children’s voices: methodological issues in conducting focus groups with children aged 7-11 years.” Qualitative Research 2(1): 5–20. DOI: 10.1177/1468794102002001636
- Murray,
Dinah. 1997.
“Autism and information technology: therapy with computers.” In Autism and Learning: A Guide to Good Practice, edited by Stuart Powell, and Rita Jordan, 100–117, London: David Fulton Publishers. - Murray, Dinah. 2018. “Monotropism: An interest-based account of autism.” In Encyclopedia of Autism Spectrum Disorders, edited by Fred Volkmar, Encyclopedia of autism spectrum disorders. DOI: 10.1007/978-1-4614-6435-8_102269-1
- Murray, Dinah, Mike Lesser, and Wenn Lawson. 2005. “Attention, monotropism and the diagnostic criteria for autism.” Autism 9(2): 139–156. DOI: 10.1177/1362361305051398
- Murray,
Dinah, and
Wenn
Lawson. 2007.
“Inclusion Through Technology for Autistic Children.” In Included or Excluded? The Challenge of the Mainstream for Some SEN Children, edited by Ruth Cigman, 151–157, Abingdon: Routledge. - Poblete-Christie, Octavio, Mauricio López, and Loreto Muñoz. 2019. “From Frustration to Joy or From Joy to Frustration? Meanings About Educational Inclusion Constructed by Teachers Based on Their Emotional Experience.” Psykhe 28(1): 1–14. DOI: 10.7764/psykhe.28.1.1126
- Quijada, Yanet, Loreto Villagrán, Pamela Vaccari Jiménez, Carlos Reyes, and Luz Dary Gallardo. 2019. “Social Inequality and Mental Health in Chile, Ecuador, and Colombia.” Latin American Perspectives 46(6): 92–108. DOI: 10.1177/0094582X18803682
- Rajendran, Gnanathusharan, and Peter Mitchell. 2007. “Cognitive Theories of Autism.” Developmental Review 27(2): 224–260. DOI: 10.1016/j.dr.2007.02.001
- Ringland,
Kathryn,
LouAnne
Boyd,
Heather
Faucett,
Amanda
Cullen, and
Gillian
Hayes. 2017.
“Making in Minecraft: A Means of Self-Expression for
Youth with Autism.”
Paper presented at Conference on Interaction, Design and
Children, Stanford California, USA,
June 27–30 . DOI: 10.1145/3078072.3079749 - Sainsbury, Clare. 2009. Martian in the Playground: Understanding the Schoolchild with Asperger’s Syndrome. London: Sage Publications.
- San Martín, Constanza, Natalia Salas, Sebastián Howard, and Pamela Blanco. 2017. “Access to the National Curriculum for All: Opportunities and Challenges in the Processes of Diversification of Teaching in Chilean Differential Schools.” Revista Latinoamericana de Educación Inclusiva 11(2): 181–198. DOI: 10.4067/S0718-73782017000200012
- Sanhueza Henríquez, Susan, Maribel Granada Azcárraga, and Laura Bravo Cóppola. 2013. “Chilean and Costa Rican teachers’ attitudes towards inclusive education.” Cadernos de Pesquisa 42(147): 884–889. DOI: 10.1590/S0100-15742012000300013
- Santiago, Paulo, Ariel Fiszbein, Sandra García Jaramillo, and Thomas Radinger. 2017. “OECD Reviews of School Resources: Chile.” OECD Reviews of School Resources. Retrieved from. DOI: 10.1787/24133841
- Scott, Iain. 2011. “Analysis of a project to design the ideal classroom undertaken by a group of children on the autism spectrum and students of architecture.” Good Autism Practice 12(1): 13–25.
- Shield, Bridget, and Julie Dockrell. 2004. “External and Internal Noise Surveys of London Primary Schools.” The Journal of the Acoustical Society of America 115(2): 730–738. DOI: 10.1121/1.1635837
- Smith,
Dorothy. 1987.
“Women’s Perspective as a Radical Critique of Sociology.” In Feminism and Methodology, edited by Sandra Harding, 84–96, Bloomington, Indiana: Indiana University Press. - Soto
Riquelme, Eduardo
Esteban. 2018.
“Percepción de estudiantes de Enseñanza Media
en torno a la creación de una comunidad educativa
inclusiva.”
Centro de Estudios Latinoamericanos de Education Inclusiva
[CELEI]
2(1): 53–73.
https://revista.celei.cl/index.php/PREI/article/view/53-73/pdf . - Thomas, Gary. 2017. How to do your Research Project (3rd ed.). London: Sage Publications Limited.
- The United Nations Educational,
Scientific and Cultural Organization (UNESCO). 2001.
“Open file on inclusive education: support materials for managers and administrators.” UNESCO Digital Library ED.2003/WS/34 REV. Retrieved fromhttps://unesdoc.unesco.org/ark:/48223/pf0000125237 . - The United Nations Educational,
Scientific and Cultural Organization (UNESCO). 2008.
“Consulta a países de Latinoamérica sobre
información asociada a las necesidades educativas especiales:
sistematización de resultados.”
UNESCO Digital Library. Retrieved from:
https://unesdoc.unesco.org/ark:/48223/pf0000163352 . - The United Nations Educational,
Scientific and Cultural Organization (UNESCO). 2014.
“UNESCO Education Strategy
2014–2021.”
UNESCO Digital Library ED-2014/WS/41. Retrieved from:
https://unesdoc.unesco.org/ark:/48223/pf0000231288 . - Valenti, Marco, Francesco Masedu, Monica Mazza, Sergio Tiberti, Chiara Di Giovani, Anna Calvarese, Roberta Pirro, and Vittorio Sconci. 2013. “A longitudinal study of quality of life of earthquake survivors in L’Aquila, Italy.” BMC Public Health 13: 1143. DOI: 10.1186/1471-2458-13-1143
- Valenti, Marco, Tiziana Ciprietti, Claudia Di Egidio, Maura Gabrielli, Francesco Masedu, Anna Rita Tomassini, and Germana Sorge. 2012. “Adaptive Response of Children and Adolescents with Autism to the 2009 Earthquake in L’Aquila, Italy.” Journal of Autism and Developmental Disorders 42(6): 954–960. DOI: 10.1007/s10803-011-1323-9
- Varela
Carla, Constanza San
Martín, and
Cristóbal
Villalobos. 2015.
“Opciones educativas para alumnos que presentan NEE en
el sistema educativo actual: ¿Coherencia con una reforma hacia la
educación inclusiva?”
Informes para la Política Educativa
9. Retrieved from
http://cpce.udp.cl/wp-content/uploads/2016/08/IPE-9.pdf . - Villalobos-Parada,
Boris,
Claudia
Carrasco,
Verónica
López,
María Ángeles
Bilbao,
Macarena
Morales,
Sebastián
Ortiz,
Dayana
Olavarría,
Paula
Ascorra, and
Álvaro Ayala
del Castillo. 2014.
“Inclusion and Violence: Prevalence of peer
victimization in students participating in School Integration
Projects.”
Revista Latinoamericana de Educación Inclusiva
8(2):
161–178.
http://repositoriocdpd.net:8080/bitstream/handle/123456789/1857/Art_VillalobosB_Inclusionyviolencia_2014.pdf?sequence=1 . - Villegas Otárola, Marcela, Cecilia Simón Rueda, and Gerardo Echeita Sarrionandia. 2014. “Inclusive education from the point of view of the mothers of students with Autism Spectrum Disorder in a Chilean sample.” Revista Española de Discapacidad 2(2): 63–82. DOI: 10.5569/2340-5104.02.02.04
- White, Susan, and Roxann Roberson-Nay. 2009. “Anxiety, Social Deficits, and Loneliness in Youth with Autism Spectrum Disorders.” Journal of Autism and Developmental Disorders 39(7): 1006–1013. DOI: 10.1007/s10803-009-0713-8
- Wigham, Sarah, Jacqui Rodgers, Mikle South, Helen McConachie, and Mark Freeston. 2014. “The Interplay Between Sensory Processing Abnormalities, Intolerance of Uncertainty, Anxiety and Restricted and Repetitive Behaviours in Autism Spectrum Disorder.” Journal of Autism and Developmental Disorders 45(4): 943–952. DOI: 10.1007/s10803-014-2248-x
- Wood,
Rebecca. 2018.
“The inclusion of autistic children in the curriculum and assessment in mainstream primary schools.” PhD dissertation, University of Birmingham. - Wood, Rebecca, and Damian Milton. 2018. “Reflections on the value of autistic participation in a tri-national teacher-training project through discourses of acceptance, othering and power.” British Journal of Special Education 45(2): 157–171. DOI: 10.1111/1467-8578.12216
- Wood, Rebecca. 2019. “Autism, intense interests and support in school: from wasted efforts to shared understandings.” Educational Review. DOI: 10.1080/00131911.2019.1566213
- Wood, Rebecca. 2020. “The Wrong Kind of Noise: Understanding and Valuing the Communication of Autistic Children in Schools.” Educational Review 72(1): 111–130. DOI: 10.1080/00131911.2018.1483895
- Woolner, Pamela, and Elaine Hall. 2010. “Noise in Schools: A Holistic Approach to the Issue.” International Journal of Environmental Research and Public Health 7: 3255–3269. DOI: 10.3390/ijerph7083255
- Yin, Robert. 2003. Case Study Research: Design and Methods (3rd ed.) Thousand Oaks, CA: Sage Publications Inc.
- Zolyomi,
Annuska, and
Marc
Schmalz. 2017.
“Mining for Social Skills: Minecraft in Home and
Therapy for Neurodiverse Youth.”
Paper presented at the 50th Annual Hawaii International Conference on
System Sciences (HICSS), Waikoloa, Hawaii,
January 4–7 . DOI: 10.24251/HICSS.2017.411
DOI: https://doi.org/10.16993/sjdr.724 | Journal eISSN: 1745-3011
Language: English
Page range: 210 - 220
Submitted on: Mar 29, 2020
Accepted on: Jun 15, 2020
Published on: Jul 6, 2020
Published by: Stockholm University Press
In partnership with: Paradigm Publishing Services
Keywords:
© 2020 Olivia Eguiguren Istuany, Rebecca Wood, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.