Emotions in the Experience of Being a Teacher of a Student Diagnosed with Autism Spectrum Disorder
Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana
Studies show that the knowledge teachers have about autism, and their attitude, motivation, and attachment to their students, affect the processes of teaching and learning. The objective of this study was to explore the emotional experience of teachers with autistic students. Using a qualitative methodology, 14 teachers who had experience with students with autism in a regular classroom were individually interviewed and/or took part in a focus group. The data were analyzed using thematic
... ing thematic content analysis. Expert supervision, independent group validation, and convergence with other research were taken as validation criteria. The teachers describe the emotions that characterize their experiences with students with autism as uncertainty, frustration, anger, and joy. They realize that, stages can be distinguished in their experiences depending on the predominant emotion. They say that as they begin to share emotional experiences with students with autism, a teacher-student relationship can be established that transcends the immediate experience and the school context, and favorably changes the way they work with them. Furthermore, teachers expect their colleagues and the psychologist working at the school to support them when they experience negative emotions. Abstract Keywords: autism spectrum disorder, teaching experience, emotions EMOTIONS IN THE EXPERIENCE OF BEING A TEACHER Resumen Palabras clave: trastorno espectro autista, experiencia docente, afectividad EMOTIONS IN THE EXPERIENCE OF BEING A TEACHER 3 Disabilities, promulgated by the Law on subsidies for educational institutions and other laws (Ley N° 20,201, 2007), explicitly including Autism Spectrum Disorder (ASD) for the first time. Subsequently, the decree was created to set the standard to describe students with SEN (Decreto Nº 170, 2010), which addresses the diagnostic process for ASD in paragraph 6, and covers the guidelines to complement school support in chapter V. In this regard, the Ministry of Education has published and disseminated two support manuals to work with students with ASD (Mineduc, 2008(Mineduc, , 2010. These guides include definitions and guidelines for early identification of autistic traits and guidelines for the organization and planning of teaching-learning processes. However, Chilean education is currently undergoing a reform and inclusion continues being one of the pillars to be ensured. To achieve that, in addition to the School Inclusion Law that Regulates the Admission of Students (Ley N° 20,845), Decree N° 83/2015 was enacted, which provides guidelines for diversification of teaching and approves criteria and instructions for curricular adaptation for students with SEN. It also seeks to promote the process of inclusion based on research itself and, in this respect, we have the proposals of the Wellbeing and Socioemotional Learning Program (BASE) by Milicic, Alcalay, Berger, and Torretti (2014), teacher cooperation (ULS Blue Book), and the teacher-mediator (Yarza, 2013), among others.