Percepciones del padre de familia en la inclusión de su hijo con autismo en el Centro de Educación Básica General Nicanor Villalaz
| dc.contributor.advisor | Vega Vega, Dalila | |
| dc.creator | Bravo Quirós, Librada Carolina | |
| dc.date.accessioned | 2026-03-16T17:27:11Z | |
| dc.date.available | 2026-03-16T17:27:11Z | |
| dc.date.issued | 2025-03-15 | |
| dc.description | The present study aimed to identify and analyze parents’ perceptions of the educational inclusion of their children with autism at the Nicanor Villalaz Basic General Education Center, to understand how their participation influences the effectiveness of inclusive processes. The study was conducted under a mixed, descriptive, and non-experimental approach, using surveys administered to teachers to collect quantitative data and interviews conducted with parents to obtain qualitative information. The results showed that most parents recognize the importance of their role in the educational process and maintain a positive attitude toward the inclusion of their children, despite facing limitations related to available time, insufficient institutional guidance, and access to specialized resources. From the teachers’ perspective, the implementation of strategies such as meetings, workshops, and digital communication with families was identified, with digital communication standing out as the most consistent and effective. However, the analysis revealed that these strategies are not implemented systematically, particularly regarding the organization of workshops and the provision of information about external support services, which limits more structured parental participation. Likewise, the interviews indicated that parents perceive academic, social, and emotional benefits derived from inclusion, but consider that their level of involvement largely depends on the communication, pedagogical support, and emotional guidance provided by the school. The findings confirm the alternative hypothesis initially proposed. | |
| dc.description.abstract | La presente investigación tuvo como propósito identificar y analizar las percepciones de los padres de familia sobre la inclusión educativa de sus hijos con autismo en el Centro de Educación Básica General Nicanor Villalaz, con el fin de comprender cómo su participación influye en la efectividad de los procesos inclusivos. El estudio se desarrolló bajo un enfoque mixto, descriptivo y no experimental, utilizando encuestas aplicadas a docentes para la recolección de datos cuantitativos y entrevistas dirigidas a padres para obtener información cualitativa. Los resultados evidenciaron que la mayoría de los padres reconoce la importancia de su rol en el proceso educativo y mantiene una actitud positiva hacia la inclusión de sus hijos, aunque enfrenta limitaciones relacionadas con el tiempo disponible, la orientación institucional insuficiente y el acceso a recursos especializados. Desde la perspectiva docente, se identificó la implementación de estrategias como reuniones, talleres y comunicación digital con las familias, destacándose esta última como la más constante y efectiva. Sin embargo, el análisis reveló que dichas estrategias no se desarrollan de manera sistemática, especialmente en lo referente a la organización de talleres y a la facilitación de información sobre apoyos externos, lo que restringe una participación parental más estructurada. Asimismo, las entrevistas mostraron que los padres perciben beneficios académicos, sociales y emocionales derivados de la inclusión, pero consideran que su nivel de involucramiento depende en gran medida de la comunicación, el acompañamiento pedagógico y el apoyo emocional brindado por la escuela. De esta manera se confirman la hipótesis alternativa planteada inicialmente. | |
| dc.description.sponsorship | The present study aimed to identify and analyze parents’ perceptions of the educational inclusion of their children with autism at the Nicanor Villalaz Basic General Education Center, to understand how their participation influences the effectiveness of inclusive processes. The study was conducted under a mixed, descriptive, and non-experimental approach, using surveys administered to teachers to collect quantitative data and interviews conducted with parents to obtain qualitative information. The results showed that most parents recognize the importance of their role in the educational process and maintain a positive attitude toward the inclusion of their children, despite facing limitations related to available time, insufficient institutional guidance, and access to specialized resources. From the teachers’ perspective, the implementation of strategies such as meetings, workshops, and digital communication with families was identified, with digital communication standing out as the most consistent and effective. However, the analysis revealed that these strategies are not implemented systematically, particularly regarding the organization of workshops and the provision of information about external support services, which limits more structured parental participation. Likewise, the interviews indicated that parents perceive academic, social, and emotional benefits derived from inclusion, but consider that their level of involvement largely depends on the communication, pedagogical support, and emotional guidance provided by the school. The findings confirm the alternative hypothesis initially proposed. | |
| dc.format | application/pdf | |
| dc.format.extent | 132 páginas | |
| dc.identifier.uri | https://repositorio2.udelas.ac.pa/handle/123456789/1549 | |
| dc.language | spa | |
| dc.publisher | Universidad Especializada de las Américas | |
| dc.relation.uri | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.rights | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.rights.license | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.subject | autismo | |
| dc.subject | inclusión educativa | |
| dc.subject | percepciones de los padres | |
| dc.subject | educación especial y estrategias inclusivas | |
| dc.subject | autism | |
| dc.subject | educational inclusion | |
| dc.subject | parents' perceptions | |
| dc.subject | special education and inclusive strategies | |
| dc.title | Percepciones del padre de familia en la inclusión de su hijo con autismo en el Centro de Educación Básica General Nicanor Villalaz | |
| dc.type | Thesis | |
| dc.type | info:eu-repo/semantics/bachelorThesis | |
| dc.type | info:eu-repo/semantics/updatedVersion | |
| repositorio.trabajodegrado.carrera | Licenciatura en Educación Especial | |
| repositorio.trabajodegrado.facultad | Facultad de Educación Especial y Pedagogía | |
| repositorio.trabajodegrado.sede | Panamá | |
| repositorio.trabajodegrado.tipo | Tesis - Licenciatura |