Invisibles, pero en el punto de mira: ¿Por qué las niñas autistas pasan desapercibidas en la escuela?

Irene Garcia-Molina; María Clemente-Sánchez; Ainhoa Rodríguez-Zafra

doi:10.14198/DCN.32967

Autores/as

Irene Garcia-Molina Universitat Jaume I, España https://orcid.org/0000-0002-5150-9371
María Clemente-Sánchez Universitat Jaume I, España https://orcid.org/0009-0002-0306-2795
Ainhoa Rodríguez-Zafra Universitat Jaume I, España https://orcid.org/0009-0002-1631-2220

DOI:

https://doi.org/10.14198/DCN.32967

Palabras clave:

autismo, escuela, diagnóstico tardío, género, invisibilidad

Resumen

Muchas mujeres autistas y personas de género diverso con diagnóstico tardío pasan su infancia siendo tildadas de ‘raras’ o inadvertidas para familias y profesorado, sin recibir el reconocimiento ni el apoyo que necesitan. Revisitar estas experiencias escolares que ocurrieron durante la infancia o adolescencia permite identificar patrones educativos ante la diferencia en el contexto español. Este estudio explora las experiencias de 33 participantes autistas españolas (30 mujeres y 3 identidades de género diverso) con diagnóstico tardío, mediante entrevistas semiestructuradas con enfoque neuroafirmativo, desde el paradigma de la neurodiversidad y utilizando el Análisis Temático Reflexivo. Las experiencias se organizan en tres temas: (1) El patio como espejo de la sociedad: donde se reproducen dinámicas de exclusión y normatividad que son un microcosmos de la sociedad; (2) Invisibilidad de las necesidades, invisibilidad de la identidad: un patrón sostenido de no reconocimiento por parte de los agentes educativos que impide la identificación temprana y el apoyo adecuado; y (3) Ser consciente de la diferencia para poder esconderla: como proceso temprano de reconocimiento de la propia alteridad. Estos temas convergen en el enmascaramiento como estrategia de supervivencia social que emerge en respuesta a entornos educativos que priorizan la conformidad sobre la autenticidad. Como conclusión, se remarca la urgencia de transformar la mirada hacia la neurodivergencia en la escuela, garantizando apoyos que permitan la participación plena sin renuncias identitarias. Se aportan implicaciones prácticas basadas en los hallazgos, dirigidas a equipos docentes y orientadores, acerca de estrategias de camuflaje, observación sistemática del comportamiento en entornos no estructurados y formación específica.

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