Barriers to Learning and Participation: Case Study of a University Student with High-Functioning Autism

Resumen

This paper presents a case study of a university student diagnosed with high-functioning autism spectrum disorder (high-functioning ASD) to promote his inclusion in the classroom. The objective was to identify and analyze the barriers to learning and participation and propose strategies to support his integration. The participant was enrolled in the Bachelor of Arts in English Language Teaching (B.A. in ELT) at the Autonomous University of Chiapas. The focus was primarily on his social skills, as these were believed to influence his academic performance and interaction with others in the classroom. Providing him with the necessary support after identifying the barriers he faced in his environment was essential. This study followed a qualitative research paradigm, utilizing four research instruments: an interview, a checklist, the teacher's diary, and the student's diary. The main barriers identified were emotional challenges, such as anxiety and depression, which impacted the participant's ability to concentrate, participate in learning activities and engage with peers. Additionally, bullying and discrimination were significant barriers, contributing to a hostile environment that hindered learning and discouraged participation. Methodological barriers, including an inflexible curriculum and lack of individualized support, were also observed. It was concluded that addressing these barriers through tailored strategies, teacher training, and increasing awareness of inclusive practices is critical for fostering an inclusive educational environment. Furthermore, it is essential for universities to support high-functioning ASD students by providing academic accommodations and creating a safe and inclusive space for their academic and social development.