Abstract

RODAS JARA, Ronaldo L. et al. Inclusion of students with autism spectrum disorder in public schools in Paraguay: tensions between teacher commitment and structural limitations. Mem. Inst. Investig. Cienc. Salud [online]. 2025, vol.23, n.1, e23122504.  Epub Sep 30, 2025. ISSN 1812-9528.  https://doi.org/10.18004/mem.iics/1812-9528/2025.e23122504.

This qualitative, cross-sectional study with a phenomenological-hermeneutic approach explored the experiences of including students with autism spectrum disorder (ASD) in public schools in the district of Capiatá, Paraguay. Ten teachers were interviewed using a semi-structured guide, and the data were analyzed following grounded theory procedures. Significant tensions emerged between teachers' personal commitment and the structural limitations of the educational system. The main barriers identified were lack of specific training, limited institutional support, and absence of adapted material and technological resources. A weak articulation between school and family was also evident, negatively impacting the continuity of inclusive practices. Teachers expressed the need for increased state involvement, clear protocols, and sustained technical-pedagogical support. This study represents a pioneering contribution to the understanding of educational inclusion in Paraguay, emphasizing the urgency of coherent and sustained public policies to guarantee the rights of students with ASD.

Keywords : inclusive education; autism spectrum disorder; teachers; Paraguay; grounded theory.

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