Neuromitos sobre el TEA: Concepciones erróneas de futuros maestros

Irene Gómez Marí

Abstract


En la actualidad todavía existen diversos mitos acerca del TEA, pese al intento de la educación por ser cada vez más inclusiva. En este aspecto, los mitos entorpecen en muchas ocasiones las predisposiciones docentes para atender adecuadamente al alumnado con TEA en sus aulas. El presente estudio tiene como propósito analizar el conocimiento sobre el TEA de los futuros docentes a partir de cuatro neuromitos y determinar los mitos para los que hay mayor aceptabilidad, así como los que están más superados. Para ello, 83 futuros maestros indicaran la veracidad o falsedad de cuatro ítems, pudiendo no contestar ninguna de estas dos respuestas y escogiendo una tercera respuesta que consiste en justificar con sus propias palabras la veracidad o falsedad de esos ítems. Así, se analizarán los datos en dos fases: en una primera fase se contabilizaran únicamente las respuestas contestadas como ”verdadero” o “falso”; en la segunda fase, se analizaran las justificaciones descriptivas aportadas por los participantes y se evaluarán según sean correctas o incorrectas. Los resultados muestran que el conocimiento, en una primera fase es medio, mientras que, en la segunda fase, tras el análisis de las respuestas abiertas, en general, los futuros docentes reportan un conocimiento alto. Asimismo, todavía se encuentran ciertos mitos alrededor del autismo, lo que complica el proceso de inclusión, sobre todo, porque son mitos arraigados en la deshumanización de las personas con TEA. 


Keywords


conocimiento; futuros docentes; mitos; trastorno del espectro autista

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ISSN: 1889-4208 / e-ISSN: 1989-4643  
  
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