1.1.1. Autism Spectrum Disorder (ASD).

1.1.1.1. Background.

The terminology for Autism Spectrum Disorder (herein ASD) has changed over
time due to an increase in the number of diagnoses made. For a long time, the term was
used to refer to ‘’a symptom of the most severe cases of schizophrenia’’ (Bleuler, 1911).
However, due to a rising concern on this topic, especially in the educational area, the
previous perspective has been modified to a more flexible one.

Nowadays, we should understand that this condition is not unusual anymore,

moreover, ‘’it is part of the everyday practice of many clinical psychologists working in
both child and adolescent mental health services and in services for people with intellectual
disability’’ (Carr & O’Reily, 2016, p. 467). Despite the clinical work, there is also an
educational duty focused on how to offer the most favourable environment to include
students with ASD.

In this sense, the Chilean authorities have legislated to spread a more inclusive
educational setting for people who are in the need of an alternative educational context.
Unfortunately, there is still a gap regarding if the academic institutions are granting the
essential tools for teachers, to apply effective methodologies to assure an inclusive
environment for students with ASD and SENs in general.

1.1.1.2. Definition.

Nowadays, the concept of ASD has become widely known because

professionals from all occupations have had to learn about it and comprehend its diversity.
This situation is a result of the progression of the laws, as is the case of Chile in the
educational field. In this respect, it becomes decisive the understanding of the definitions
for this human condition given by a vast range of specialists.
 Autism Spectrum Disorder is defined as a neurodevelopmental disorder which ‘’is
diagnosed only when the characteristic deficits of social communication are accompanied
by excessively repetitive behaviors, restricted interests, and insistence on sameness’’
(Diagnostic and Statistical Manual of Mental Disorders, 2013, p. 31).

Over the years, the autism condition has been explained as a spectrum as well as a
disorder. Nevertheless, when we read about it, we might not be aware of what these words
essentially mean in this setting. The term “spectrum’’ is defined by Cambridge Dictionary
(2018) as “a range of different positions, opinions, etc. between two extreme points’’ and
interpreted as “a wide variation in challenges and strengths possessed by each person with
autism’’ (Autism Speaks Canada, 2018). Similarly, the word “disorder’’ is explained by
Cambridge Dictionary (2018) as “an illness of the mind or body’’ and understood as
‘’developmental deficits that produce impairments of personal, social, academic, or
occupational functioning.’’ (Diagnostic and Statistical Manual of Mental Disorders, 2013,
p. 31).

Regarding the characteristics of this spectrum, they are divided into mild and
severe. There is not a general rule about what symptoms people with the different autism
spectrum disorders might have (mild and/or severe), as they can show up in any diagnosed
person. As reported by the National Institute of Mental Health (2015), the signs and
symptoms that people with ASD present are classified into two main domains: difficulties
with social communication and social interaction, as well as repetitive behaviours and
restricted interests.

The Oxford University Press on the paper called ‘’Inclusive Practices in English
Language Teaching’’ by Smith (2018) presents common characteristics of any autistic
profile. There are some behaviours that appear as a response to the deficits in the social
interaction and social communication of people with ASD, such as ‘’maintaining eye
contact, proximity, and physical contact; turn-taking, making appropriate contributions to
conversations, and understanding the underlying meaning of other people’s contributions’’
(Smith, 2018, p. 9). Similarly, there are some skills which are affected by the limited or
repetitive patterns of behaviour or interests, for instance, ‘’difficulties in thinking flexibly,
or coping with change; an interest in one topic bordering on obsession.’’ (Smith, 2018, p.
9).

Furthermore, in most cases, we face the concept of ASD as plural due to the wide
range of symptoms that can vary from each person. In this sense, ASD can be diagnosed
into four main disorders: autistic disorder, Asperger's syndrome, childhood disintegrative
disorder and pervasive developmental disorder not otherwise specified (Zander, 2004).

Nowadays, many countries have augmented their work in specialised centres and
more professionals who are involved in this area. This facilitates ways of offering help and
manuals that can guide us about how to act when facing people with ASD. However, when
we talk about the educational field in Latin America, more specifically in Chile, there is a
lack of official information provided by the Ministry of Education.

1.1.1.3. ASD in Chilean Education.

The Chilean Educational System has been going through a positive evolution during
the last years since countless students have been demanding more and better educational
opportunities for the Chilean population. Within the laws that the Chilean government has
passed, there is one closely associated with teachers and their relationship with students
with special educational needs.

Conforming to ‘’Ley de Inclusión Escolar’’, there is a wide range of educational

opportunities for students with SENs as there cannot exist scholar exclusion caused by
one’s cognitive delays or deficits. Although this fact seems to be a considerable advance
within the inclusive domain, the government, universities and study centres are not training
the teachers that will be facing people with different necessities, from now and on, in the
learning process.
 In this context, the academic institutions are responsible for coaching their teaching
degrees according to the essential requirements that the society demands. Even if it sounds
obvious, it is alarming that the educational establishments are not reforming their
curriculums as reported by the law, leaving this duty to each professional initiative.

Therefore, the prominent challenge falls on the fact that there is a lack of
information concerning the inclusive area, written in the Spanish language, much less
regarding the teaching practice. It is here where the academic institutions should intercede
and aim their resources towards the obtaining of the essential data, the way they could offer
the necessary training for inclusive practices inside the classrooms.
References

American Psychiatric Association. (2013). (DSM-V) Diagnostic and Statistical Manual of

Mental Disorders, 5th edition, text revision. Washington, DC: American Psychiatric
Press, Inc.

Autism Speaks Canada (n.d.). What Is Autism. Retrieved from

https://www.autismspeaks.ca/about/about-autism/ (página online)

Bleuler, E. (1911). Dementia Praecox or the Group of Schizophrenias. New York:

International Universities.

Carr, A., O’Reilly, G. (2016). The Handbook of Intellectual Disability and Clinical
Psychology Practice. Routledge. Intelligence, 467. Retrieved from
https://www.routledgehandbooks.com/doi/10.4324/9781315739229.ch3 (libro
online)

Centers for Disease Control and Prevention. (2018). Data on Autism: Five Facts to Know.
Retrieved from https://www.cdc.gov/features/new-autism-data/index.html (página
online)

Disorder. (n.d.). Dictionary Cambridge. Retrieved from

https://dictionary.cambridge.org/dictionary/english/disorder (Diccionario online)

National Institute of Mental Health. (2015). Autism Spectrum Disorder. Retrieved from
https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtm
(página online)

Smith, A. (2018). Our experts advise on: Inclusive Practices in English Language Teaching.
Oxford University Press. Retrieved from https://elt.oup.com/feature/global/expert/?
cc=gb&selLanguage=em (artículo impreso, sacado de pdf internet)
Spectrum. (n.d.). Dictionary Cambridge. Retrieved from
https://dictionary.cambridge.org/dictionary/english/spectrum (Diccionario online)

Zander, E. (2004). An introduction to autism. Autismforum. Retrieved from

http://habilitering.se/sites/habilitering.se/files/det_har_ar_autism_engelska_hh_ny.p
df (pdf de un forum)

Volkmar, F., & Reichow, B. (2013). Autism in DSM-5: progress and challenges.
Molecular Autism, 4(13), 1-6. Retrieved from
https://molecularautism.biomedcentral.com/track/pdf/10.1186/2040-2392-4-13
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