<?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>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642024000402287</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v8i35.869</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inclusión educativa y trastorno del espectro autista en Perú]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational inclusion and autism spectrum disorder in Peru]]></article-title>
<article-title xml:lang="pt"><![CDATA[Inclusão educacional e transtorno do espectro do autismo no Peru]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cerron Ore]]></surname>
<given-names><![CDATA[Elena Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<numero>35</numero>
<fpage>2287</fpage>
<lpage>2303</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642024000402287&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642024000402287&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642024000402287&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente estudio explora las actitudes de los docentes en Perú hacia la inclusión de estudiantes con trastorno del espectro autista (TEA) en el sistema educativo. La investigación se desarrolló bajo un enfoque fenomenológico en un estudio cualitativo básico, utilizando la triangulación de evidencias provenientes de docentes, directivos y especialistas de educación básica especial. La recolección de datos se realizó mediante una encuesta semiestructurada con preguntas abiertas, aplicada a una muestra de seis docentes, seis directivos y dos especialistas de diversas instituciones educativas peruanas. Los hallazgos evidencian una insuficiente preparación en términos de acceso a información, capacitación y estrategias pedagógicas para la enseñanza de estudiantes con TEA y otras necesidades educativas especiales. En consecuencia, se resalta la necesidad de actualizar y capacitar a los docentes en el ámbito de la educación inclusiva, con énfasis en las necesidades educativas especiales y el TEA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study explores the attitudes of teachers in Peru towards the inclusion of students with autism spectrum disorder (ASD) in the educational system. The research was developed under a phenomenological approach in a basic qualitative study, using the triangulation of evidence from teachers, managers and specialists in basic special education. Data collection was carried out through a semi-structured survey with open-ended questions, applied to a sample of six teachers, six managers and two specialists from various Peruvian educational institutions. The findings show insufficient preparation in terms of access to information, training and pedagogical strategies for teaching students with ASD and other special educational needs. Consequently, the need to update and train teachers in the field of inclusive education, with emphasis on special educational needs and ASD, is highlighted.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo explora as atitudes dos professores no Peru em relação à inclusão de alunos com transtorno do espectro autista (TEA) no sistema educacional. A pesquisa foi desenvolvida sob uma abordagem fenomenológica em um estudo qualitativo básico, usando a triangulação de evidências de professores, gerentes e especialistas em educação especial básica. A coleta de dados foi realizada por meio de uma pesquisa semiestruturada com perguntas abertas, aplicada a uma amostra de seis professores, seis gerentes e dois especialistas de várias instituições educacionais peruanas. Os resultados mostram uma preparação insuficiente em termos de acesso a informações, treinamento e estratégias pedagógicas para o ensino de alunos com TEA e outras necessidades educacionais especiais. Consequentemente, destaca-se a necessidade de atualizar e treinar os professores no campo da educação inclusiva, com ênfase nas necessidades educacionais especiais e no TEA.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Trastorno del Espectro Autista]]></kwd>
<kwd lng="es"><![CDATA[Educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Actitud docente]]></kwd>
<kwd lng="en"><![CDATA[Autism Spectrum Disorder]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[Teaching attitude]]></kwd>
<kwd lng="pt"><![CDATA[Transtorno do Espectro do Autismo]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Atitudes de Ensino]]></kwd>
</kwd-group>
</article-meta>
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<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zambrano]]></surname>
<given-names><![CDATA[R.]]></given-names>
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<name>
<surname><![CDATA[Orellana]]></surname>
<given-names><![CDATA[M.]]></given-names>
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<article-title xml:lang=""><![CDATA[Actitudes de los docentes hacia la inclusión escolar de niños con autismo.]]></article-title>
<source><![CDATA[Killkana Social]]></source>
<year>2018</year>
<volume>2</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>39-48</page-range></nlm-citation>
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