<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2414-8938</journal-id>
<journal-title><![CDATA[Academo (Asunción)]]></journal-title>
<abbrev-journal-title><![CDATA[Acad. (Asunción)]]></abbrev-journal-title>
<issn>2414-8938</issn>
<publisher>
<publisher-name><![CDATA[Universidad Americana ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2414-89382025000300205</article-id>
<article-id pub-id-type="doi">10.30545/academo.2025.n3.1106</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Autoeficacia percibida de docentes para la inclusión educativa de estudiantes con autismo: un estudio exploratorio del Sistema Educativo de Paraguay]]></article-title>
<article-title xml:lang="en"><![CDATA[Perceived teacher self-efficacy for the educational inclusion of students with autism: an exploratory study of Education System in Paraguay]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodas Jara]]></surname>
<given-names><![CDATA[Ronaldo L.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodas Jara]]></surname>
<given-names><![CDATA[Liza R]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco]]></surname>
<given-names><![CDATA[Fabián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[Mary Liliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Benítez Aquino]]></surname>
<given-names><![CDATA[María Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardozo Ocampos]]></surname>
<given-names><![CDATA[Liliana R.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paredes Rojas]]></surname>
<given-names><![CDATA[Luz D.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sosa Aquino]]></surname>
<given-names><![CDATA[Olga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aquino González]]></surname>
<given-names><![CDATA[Cristhian A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Báez Delvalle]]></surname>
<given-names><![CDATA[Diana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velázquez Romero]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica Nuestra Señora de la Asunción Facultad de Postgrado Neuropsicología]]></institution>
<addr-line><![CDATA[Villarrica ]]></addr-line>
<country>Paraguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Santa Clara de Asís Facultad de Ciencias de la Salud Medicina]]></institution>
<addr-line><![CDATA[Caaguazú ]]></addr-line>
<country>Paraguay</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad María Serrana Facultad de Ciencias de la Salud Medicina]]></institution>
<addr-line><![CDATA[Ciudad del Este ]]></addr-line>
<country>Paraguay</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional de Asunción Facultad de Filosofía Filial Caaguazú]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Paraguay</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad San Ignacio de Loyola Departamento de Investigación ]]></institution>
<addr-line><![CDATA[Asunción ]]></addr-line>
<country>Paraguay</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Instituto de Formación Docente Santa Matilde  ]]></institution>
<addr-line><![CDATA[Caaguazú ]]></addr-line>
<country>Paraguay</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Universidad María Auxiliadora Facultad de Ciencias de la Salud Medicina]]></institution>
<addr-line><![CDATA[Asunción ]]></addr-line>
<country>Paraguay</country>
</aff>
<aff id="Af8">
<institution><![CDATA[,Colegio Nacional Ka´arendy  ]]></institution>
<addr-line><![CDATA[Alto Paraná ]]></addr-line>
<country>Paraguay</country>
</aff>
<aff id="Af9">
<institution><![CDATA[,Universidad Iberoamericana Facultad de Posgrado ]]></institution>
<addr-line><![CDATA[Asunción ]]></addr-line>
<country>Paraguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>12</volume>
<numero>3</numero>
<fpage>205</fpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2414-89382025000300205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2414-89382025000300205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2414-89382025000300205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Los docentes actuales reciben en sus aulas a estudiantes con diversas condiciones, como el autismo. Es esencial que cuenten con las herramientas necesarias para ofrecer una educación de calidad. Es crucial comprender cómo perciben los docentes sus habilidades para incluir a estudiantes con autismo, un concepto conocido como autoeficacia. Este estudio establece como objetivo analizar el nivel percibido de autoeficacia de los docentes para enseñar a estudiantes con autismo en aulas inclusivas en Paraguay y examinar la fiabilidad y validez de la escalada traducida y adaptada para este propósito. En cuanto a la metodología, es una investigación observacional, cuantitativa, de alcance exploratorio, transversal y no experimental. Participaron 121 docentes de diversas regiones de Paraguay. Los resultados muestran que el 53.4% percibe su autoeficacia como media, mientras que el 5.9% la considera baja. Esto refleja una falta de confianza en sus habilidades para enseñar a estudiantes con autismo, especialmente en el uso de estrategias de evaluación y la implementación de prácticas basadas en evidencia. El instrumento adaptado demostró ser confiable para investigaciones. Teniendo en cuenta los hallazgos, es relevante indicar que la autoeficacia docente es vital para la inclusión efectiva de estudiantes con autismo. Se recomienda proporcionarles herramientas y apoyos adicionales para mejorar sus habilidades en la inclusión de estos estudiantes en aulas regulares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Current teachers receive in their classrooms students with diverse conditions, such as autism. It is essential that they have the necessary tools to provide a quality education. Understanding how teachers perceive their own abilities to include students with autism, known as self-efficacy is crucial. The objective of this study is to analyze the perceived level of self-efficacy of teachers for teaching students with autism in inclusive classrooms in Paraguay, and to examine the reliability and validity of the translated and adapted scale developed for this purpose. Regarding methodology, this is an observational, quantitative, exploratory, cross-sectional, and non-experimental study. A total of 121 teachers from different regions of Paraguay participated. The results show that 53.4% perceive their self-efficacy as medium, while 5.9% consider it low. This reflects a lack of confidence in their abilities to teach students with autism, particularly in the use of assessment strategies and the implementation of evidence-based practices. The adapted instrument proved to be reliable for research purposes. Considering these findings, it is important to emphasize that teacher self-efficacy is vital for the effective inclusion of students with autism. It is recommended to provide teachers with additional tools and supports to strengthen their skills in including these students in inclusive settings.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Autoeficacia docente]]></kwd>
<kwd lng="es"><![CDATA[autismo]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Paraguay]]></kwd>
<kwd lng="en"><![CDATA[Teacher self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[autism]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[Paraguay]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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