Abstract:

This study explores the attitudes, concerns, and practices of English as a foreign language (EFL) teachers regarding the inclusion of students on the autism spectrum (ASD) in regular Chilean classrooms. Using a mixed-methods approach, sociodemographic data were collected and Annex 1.1 of the Guide for the Evaluation of Inclusive Practices in the Classroom (GEPIA) was administered in a self-report format, including parts 1, 2 and 3. The findings reveal that, although most teachers express a positive attitude towards inclusion, significant challenges remain related to the lack of specialized training, the implementation of effective inclusive practices and the articulation between educational policies and the reality of the classroom. It was observed that many of the adjustments made by teachers arise from personal will rather than from a systematic institutional framework. The study also highlights the need to strengthen ongoing training and collaborative work in order to respond adequately to student diversity. This research contributes to ongoing discussions on inclusive education by highlighting the gap between policy and classroom practice in Chilean EFL contexts.

Keywords:

Inclusive education, autism spectrum disorder, English language teaching, teacher attitudes, inclusive practices, Chilean education.