Inclusive education and autism spectrum disorders: The working practice of supporting teachers in Argentina

Abstract

Argentina is on track toward inclusive education. To achieve this it is necessary to change practices so as to overcome the exclusion or segregation of students with disabilities. In that sense, in recent years, and in line with the guidelines of the Convention on the Rights of Persons with Disabilities (United Nations, 2006/2008), state policies promoted inclusive practices in schools, providing financial support to families to cope with the necessary tools including children in mainstream schools. Currently one of the resources used for this purpose is “integrators teachers." This chapter provides an example and a description of the consideration of inclusive education for young children with autism spectrum disorders (ASD) in a South American country, Argentina, by analyzing the experience of inclusive education of children with ASD with the assistance of support teachers in mainstream schools in different regions of Argentina.