Skip to main content
Have a personal or library account? Click to login
Perspectives on Educational Inclusion from a Small Sample of Autistic Pupils in Santiago, Chile Cover

Perspectives on Educational Inclusion from a Small Sample of Autistic Pupils in Santiago, Chile

Open Access
|Jul 2020

References

  1. 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): 564573. DOI: 10.5014/ajot.62.5.564
  2. Bauminger, Nirit, and Connie Kasari. 2003. “Loneliness and Friendship in High-Functioning Children with Autism.” Child Development 71(2): 447456. DOI: 10.1111/1467-8624.00156
  3. 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.
  4. Bogdashina, Olga. 2016. Sensory Perceptual Issues in Autism and Asperger Syndrome, 2nd ed. London: Jessica Kingsley Publishers.
  5. 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): 280294. DOI: 10.1016/j.dcn.2011.02.002
  6. Braun, Virginia, and Victoria Clarke. 2006. “Using thematic analysis in psychology.” Qualitative Research in Psychology 3(2): 77101. DOI: 10.1191/1478088706qp063oa
  7. 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.
  8. 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.
  9. 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): 8496. DOI: 10.1352/1934-9556-47.2.84
  10. 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/.
  11. Christensen, Pia, and Allison James. 2017. Research with Children: Perspectives and Practices, 3rd ed. Abingdon: Routledge.
  12. 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
  13. Cornejo-Valderrama, Carolina. 2017. “Educational Response in the Attention to Diversity from the Perspective of Support Professionals.” Revista Colombiana de Educación 73: 7796. http://www.scielo.org.co/pdf/rcde/n73/0120-3916-rcde-73-00077.
  14. Dawson, Michelle, Isabelle Soulières, Morton Ann Gernsbacher, and Laurent Mottron. 2007. “The level and nature of autistic intelligence.” Psychological Science 18(8): 657662. https://journals.sagepub.com/doi/10.1111/j.1467-9280.2007.01954.x. DOI: 10.1111/j.1467-9280.2007.01954.x
  15. 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): 210229. http://ediciones.ucsh.cl/ojs/index.php/RSAP/article/view/1765
  16. 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): 529505. https://onlinelibrary.wiley.com/doi/abs/10.1080/01411920600635494. DOI: 10.1080/01411920600635494
  17. 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): 439448.
  18. 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): 191201. DOI: 10.3109/17518423.2012.671382
  19. 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, 170198. London: SAGE Publications.
  20. 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): 87100. DOI: 10.1007/s40489-013-0003-4
  21. Gee, Lind, and William Leith. 2011. “The Global Seismographic Network.” US Geological Survey. 20113021: 2. Accessed August 14, 2019. https://pubs.usgs.gov/fs/2011/3021/.
  22. 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: 116. DOI: 10.1177/2396941518804407
  23. Grove, Rachel, Rosa Hoekstra, Marlies Wierda, and Sander Begeer. 2018. “Special interests and subjective wellbeing in autistic adults.” Autism Research 11: 766775. DOI: 10.1002/aur.1931
  24. 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): 408430. DOI: 10.3102/0034654315604027
  25. Heasman, Brett, and Alex Gillespie. 2018. “Neurodivergent intersubjectivity: Distinctive features of how autistic people create shared understanding.” Autism 112. DOI: 10.1177/1362361318785172
  26. 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): 2346. DOI: 10.1177/1362361307085267
  27. Kennedy, Christine, Susan Kools, and Richard Krueger. 2001. “Methodological considerations in children’s focus groups.” Nursing Research Journal 50(3): 184187. DOI: 10.1097/00006199-200105000-00010
  28. 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): 16. DOI: 10.3389/fpsyg.2013.00578
  29. 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): 129140. DOI: 10.1080/0164212X.2016.1248877
  30. Lawson, Wenn. 2011. The passionate mind: How people with autism learn. London: Jessica Kingsley Publishers.
  31. 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): 551559. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0124-00642011000400001. DOI: 10.1590/S0124-00642011000400001
  32. 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
  33. 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): 7481. DOI: 10.1111/j.1471-3802.2010.01148.x
  34. 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: 256281.
  35. 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): 7390. http://hdl.handle.net/11181/4381.
  36. McAllister, Keith, and Sean Sloan. 2016. “Designed by the pupils, for the pupils: an autism-friendly school.” British Journal of Special Education 43(4): 330357. DOI: 10.1111/1467-8578.12160
  37. 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): 351372. DOI: 10.1023/A:1020537805154
  38. 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, 3847. Birmingham: BILD.
  39. 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): 119132. DOI: 10.15517/revedu.v41i1.21597
  40. Milton, Damian. 2012. “The ontological status of autism: the ‘double empathy problem’.” Disability & Society 27(6): 883887. DOI: 10.1080/09687599.2012.710008
  41. Milton, Damian. 2017. “Going with the flow: autism and ‘flow states’.” Paper presented at Enhancing lives – Reducing Restrictive Practices, Basingstoke UK, September.
  42. Ministry of Education (Mineduc), Government of Chile. 1990. “Decreto Supremo N° 815.” Retrieved from https://especial.mineduc.cl/normativa/decretos-e-instructivos/.
  43. 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.
  44. Ministry of Education (Mineduc), Government of Chile. 2009. “Decreto 170.” Retrieved from https://www.leychile.cl/Consulta/m/norma_plana?org=&idNorma=1012570.
  45. 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/.
  46. 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.
  47. 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.
  48. 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/.
  49. 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): 520. DOI: 10.1177/1468794102002001636
  50. 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, 100117, London: David Fulton Publishers.
  51. 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
  52. Murray, Dinah, Mike Lesser, and Wenn Lawson. 2005. “Attention, monotropism and the diagnostic criteria for autism.” Autism 9(2): 139156. DOI: 10.1177/1362361305051398
  53. 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, 151157, Abingdon: Routledge.
  54. 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): 114. DOI: 10.7764/psykhe.28.1.1126
  55. 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): 92108. DOI: 10.1177/0094582X18803682
  56. Rajendran, Gnanathusharan, and Peter Mitchell. 2007. “Cognitive Theories of Autism.” Developmental Review 27(2): 224260. DOI: 10.1016/j.dr.2007.02.001
  57. 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
  58. Sainsbury, Clare. 2009. Martian in the Playground: Understanding the Schoolchild with Asperger’s Syndrome. London: Sage Publications.
  59. 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): 181198. DOI: 10.4067/S0718-73782017000200012
  60. 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): 884889. DOI: 10.1590/S0100-15742012000300013
  61. 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
  62. 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): 1325.
  63. 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): 730738. DOI: 10.1121/1.1635837
  64. Smith, Dorothy. 1987. “Women’s Perspective as a Radical Critique of Sociology.” In Feminism and Methodology, edited by Sandra Harding, 8496, Bloomington, Indiana: Indiana University Press.
  65. 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): 5373. https://revista.celei.cl/index.php/PREI/article/view/53-73/pdf.
  66. Thomas, Gary. 2017. How to do your Research Project (3rd ed.). London: Sage Publications Limited.
  67. 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 from https://unesdoc.unesco.org/ark:/48223/pf0000125237.
  68. 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.
  69. 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.
  70. 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
  71. 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): 954960. DOI: 10.1007/s10803-011-1323-9
  72. 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.
  73. 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): 161178. http://repositoriocdpd.net:8080/bitstream/handle/123456789/1857/Art_VillalobosB_Inclusionyviolencia_2014.pdf?sequence=1.
  74. 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): 6382. DOI: 10.5569/2340-5104.02.02.04
  75. 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): 10061013. DOI: 10.1007/s10803-009-0713-8
  76. 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): 943952. DOI: 10.1007/s10803-014-2248-x
  77. Wood, Rebecca. 2018. “The inclusion of autistic children in the curriculum and assessment in mainstream primary schools.” PhD dissertation, University of Birmingham.
  78. 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): 157171. DOI: 10.1111/1467-8578.12216
  79. Wood, Rebecca. 2019. “Autism, intense interests and support in school: from wasted efforts to shared understandings.” Educational Review. DOI: 10.1080/00131911.2019.1566213
  80. Wood, Rebecca. 2020. “The Wrong Kind of Noise: Understanding and Valuing the Communication of Autistic Children in Schools.” Educational Review 72(1): 111130. DOI: 10.1080/00131911.2018.1483895
  81. Woolner, Pamela, and Elaine Hall. 2010. “Noise in Schools: A Holistic Approach to the Issue.” International Journal of Environmental Research and Public Health 7: 32553269. DOI: 10.3390/ijerph7083255
  82. Yin, Robert. 2003. Case Study Research: Design and Methods (3rd ed.) Thousand Oaks, CA: Sage Publications Inc.
  83. 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
In partnership with: Paradigm Publishing Services

© 2020 Olivia Eguiguren Istuany, Rebecca Wood, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.