Teachers’ attitudes towards the educational inclusion of ASD

Introduction: The new inclusive school model of education must build a more equitable and fairer society which speaks to diversity from the point of perception and valuation of difference. Objectives: This research reveals the attitude of education professionals towards children with special educational needs and most of all those associated with ASD from a comparative consideration of the two educational systems, Spanish and Ecuadorian. Method: The semi-structured interview and the intensive questionnaire were employed with a final sample of cooperating subjects consisting of ten teachers, seven actually working in the Ecuadorian education system and three belonging to the Spanish education system. Conclusions: It was found that, on the whole, both positive and negative attitudes towards the inclusive teaching model were determined by a group of variables derived from preconceptions or prejudices.