Training of mentors to strengthen inclusive care for students with Autism Spectrum Disorder
DOI:
https://doi.org/10.56294/neuro2026300Keywords:
Autism Spectrum Disorder, inclusive education, teacher mentoring, neurodiversity, educational policiesAbstract
The educational inclusion of students with Autism Spectrum Disorder (ASD) is one of the main challenges facing contemporary education systems, particularly in contexts where structural, training, and attitudinal barriers persist. In Ecuador, although there are regulatory and institutional frameworks aimed at equity, the lack of specialized teacher training limits the effective implementation of inclusive practices. In this context, the training of mentor teachers emerges as a key strategy to strengthen pedagogical support, promote inclusive methodologies, and respond to classroom diversity. Through an approach focused on neurodiversity, mental health, and human rights, a mentoring proposal is put forward that combines awareness-raising, teacher training, and the application of structured methodologies such as TEACCH. The consolidation of mentor networks allows for progress toward a more inclusive, collaborative, and equitable school culture, ensuring the full participation and meaningful learning of students with ASD.
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