Pedagogical Experiences of teachers with their students with Asperger Syndrome: A Human and Comprehensive Bond

Abstract

This article presents a qualitative analysis with a phenomenological design on the pedagogical experiences of teachers working with students with Asperger's syndrome. The main objective was to identify the subjective meanings that teachers construct in their educational practice, highlighting the impact of empathy, creativity, and the adaptation of pedagogical strategies in creating an inclusive environment. Through semi-structured interviews and observations, three key pillars were identified in teaching practices: care, emotional bonding, and the use of adapted language, factors that enable addressing the challenges associated with teaching students with Asperger's, facilitating their academic and socio-emotional development. The results reveal that, although teachers face difficulties related to the individuality of the students, they manage to establish strong emotional bonds based on care and adaptability. Furthermore, it is emphasized that teachers play a crucial role in creating inclusive environments, and that these aspects, along with the findings on empathy, emotional bonding, and adapted communication, should be considered in the formulation of pedagogical guidelines for addressing students with Asperger's, thus ensuring equitable and quality education.