Unfulfilled promises: educational and policy barriers for autistic children in Uruguay

As our understanding of autism spectrum disorde continues to improve, concerns remain that the existing literature is not inclusive, since autism research is primarily conducted in wealthy nations with abundant resources. In this study, we examined the experiences of autistic individuals in Uruguay when attempting to access educational services, particularly the barriers they face, against the backdrop of what local legislation indicates should be available.

To gain a deeper understanding of the experiences of autistic individuals seeking to access education in Uruguay, we conducted semi-structured interviews with 12 parents and four key informants, selected to represent a variety of settings. Data analysis consisted of a reflexive thematic analysis using a theory-of-change framework specifically drafted for low- and middle-income countries, which served as guidance for coding and theme identification.

Themes that emerged identified parents' concerns about barriers to education for children with autism, despite laws designed to protect them. Additionally, participants reported an overall lack of resources to provide autistic children with opportunities to succeed in school adequately, and the perception of poorly coordinated services.

Our study's findings indicate that, despite Uruguay having a strong legal foundation in its legislation and decrees, its implementation is hindered by factors such as limited finances, poor coordination, and shifts in political interests.