De la normativa a la práctica pedagógica: educación inclusiva de estudiantes con diagnóstico TEA en dos Instituciones Educativas, una pública y otra privada de Bogotá.

Abstract

This study analyzed the relationship between the regulatory framework for inclusive education in Colombia and its implementation in institutional and pedagogical practices for students with Autism Spectrum Disorder (ASD) in two educational institutions in Bogotá, one public and one private. The purpose of the study was to identify the consistencies, tensions, and gaps between the legal provisions, particularly those established in Decree 1421 of 2017, and the educational practices implemented in school settings. A qualitative approach with a hermeneutic perspective and a descriptive-interpretive multiple case study design was employed. Data were collected through questionnaires, semi-structured interviews, and document analysis involving teachers, school administrators, support professionals, families, and students. The findings revealed progress in recognizing inclusive education as an institutional approach and in implementing pedagogical strategies, reasonable accommodations, and support processes. However, challenges were identified regarding the appropriation of the regulatory framework, teacher training, resource availability, collaboration among educational stakeholders, and the consolidation of an inclusive school culture. Differences were also found in the ways each institution translated inclusive policies into practice, reflecting their organizational characteristics and contextual conditions. The study concludes that the existence of a strong regulatory framework alone does not guarantee effective inclusive education. Strengthening institutional management, continuous professional development for teachers, and collaborative work among educational stakeholders is essential to promote the full, equitable, and meaningful participation of students with ASD.