Una propuesta de mejora al protocolo de seguridad para personas del espectro autista de un establecimiento educacional de Lota

Abstract

In an educational context where the enrollment of students on the autism spectrum is increasing, institutional and structural challenges continue to hinder inclusion. This study examines the case of a public high school in Lota, Chile, and develops a proposal for improvement. This school, with 7% of its student population diagnosed with ASD, presents significant barriers to ensuring safety during emergency situations. Using a descriptive qualitative methodology, semi-structured interviews were conducted with teachers (3), autistic students (2), and parents (2), identifying barriers in physical, cognitive, and sensory accessibility. The findings highlight the need to adapt the Institutional School Safety Protocol (PISE, in Spanish) through actions such as the implementation of pictographic signage, the diversification of alarms, the execution of inclusive emergency drills, and the creation of participatory spaces for decision-making. The proposal is grounded in the framework of universal accessibility, national and international legislation on inclusion and disability, and the promotion of a preventive school safety culture. Updating this protocol is a step toward advancing inclusive education and underscores the importance of amplifying the voices of the school community.