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Korea-Mexico Collaboration in Psychology and Inclusive Education:
Innovations to Support Students with Autism
Artículo
Andrea Fernanda Carrillo
Introduction
Creating inclusive educational environments is not merely an aspirational goal but a fundamental necessity for children with autism spectrum disorder (ASD). ASD influences how individuals perceive and interact with the world, often making conventional teaching methods insufficient. According to the World Health Organization (WHO), one in every 160 children worldwide is diagnosed with ASD. Despite its prevalence, individuals with autism continue to face profound challenges, including stigma, discrimination, and limited access to adequate educational resources. These obstacles not only affect their academic development but also hinder their independence and social integration. This article examines the distinct approaches taken by Mexico and South Korea in addressing autism within their education systems and evaluates how South Korean strategies could be adapted to improve inclusive learning environments in Mexico.
Statistical Overview of Autism Spectrum Disorder
According to Velarde et al. (2021), in Mexico, approximately one in 155 children is diagnosed with ASD. In contrast, research by Kim et al. (2011) in South Korea found that ASD affects 2.64% of children. While South Korea has established special education programs within mainstream schools, these often lack tailored interventions for students with autism. Many children with ASD share classrooms with peers who have different disabilities but do not receive specialized instruction that addresses their unique learning needs. Additionally, certain specialized schools in South Korea restrict admission to students with more severe cognitive or language impairments, leaving children with high-functioning autism with limited educational options. This segmentation in educational services highlights a gap in truly inclusive practices.
South Korea has made significant advancements in inclusive education through well-structured policies and teacher training programs. According to the Ministry of Education (2022), 89% of teachers in South Korea have received specialized training in inclusive education. The government mandates that all educators complete a compulsory module on inclusion, ensuring nationwide consistency in instructional methods. Additionally, standardized guidelines facilitate curriculum adaptations for students with autism. Teacher training colleges in South Korea also incorporate special education courses as a core component, reinforcing a systemic approach to inclusive learning. This level of standardization contrasts sharply with the Mexican education system, where the lack of mandatory training often leaves teachers ill-equipped to support students with ASD.
In contrast, only 24% of teachers in Mexico have received specialized training in autism (INEE, 2021), and the country lacks official guidelines for adapting curricula to accommodate students with ASD. The absence of standardized training programs leaves many educators unprepared to implement effective teaching strategies, leading to inconsistent support and limited learning opportunities for children with autism in Mexican schools.
In South Korea, the government centrally regulates inclusive education, ensuring uniform implementation across schools. In contrast, in Mexico, the responsibility for inclusive policies is often delegated to individual schools, resulting in significant disparities in access and educational quality for children with autism.
Regarding specialized schools, South Korea has established 180 autism-focused institutions (Ministry of Education, 2022), whereas Mexico has only 25 nationwide, primarily concentrated in urban centers such as Mexico City and Monterrey (SEP, 2021). This limited availability of specialized schools exacerbates educational inequities, particularly for children in rural areas, where access to tailored autism support is severely restricted.
To enhance educational access for children with autism, Mexico could adapt key elements of South Korea’s policies. Expanding the number of specialized schools in high-population regions and establishing special education centers in rural areas could provide more equitable learning opportunities for students with ASD. However, successful implementation would require addressing financial constraints, teacher training shortages, and infrastructure limitations. By prioritizing strategic investments and policy reforms, Mexico can work towards reducing the educational gap between urban and rural communities, ensuring that children with autism receive the support they need regardless of their location.
Challenges in the Educational System
One of the major challenges in autism education, the lack of early diagnosis. In Mexico, a 2018 report found that only 13% of primary healthcare centers have trained staff for autism interventions, and screening tools or follow-up systems remain scarce. This limitation delays early intervention, which is crucial for improving long-term developmental outcomes. In contrast, South Korea has significantly enhanced early detection rates by implementing mandatory screening using tools such as the Autism Spectrum Screening Questionnaire (ASSQ), allowing for timely diagnosis and support.
Another critical issue is the insufficient training of educators to meet the specific needs of students with autism. In South Korea, the increasing prevalence of ASD has intensified demands on both teachers and parents. As highlighted by Sola et al. (2006), special education should not focus on “curing” disabilities bit rather on maximizing each child’s potential. Ensuring that teachers receive comprehensive training is essential for fostering truly inclusive learning environments. However, in Mexico, the absence of standardized training programs leaves many educators unprepared to implement specialized teaching strategies, ultimately limiting student progress
Additionally, the physical infrastructure of many schools is inadequate to accommodate the sensory needs of students with ASD. Paula (2015) underscores the necessity of designing learning environments that minimize sensory overload, a common challenge for children with autism. Yet many schools lack designated quiet spaces, appropriate lighting, or sensory-friendly modifications, making it difficult for students with ASD to focus and engage effectively in classroom activities. Addressing these infrastructural deficiencies is crucial for creating educational spaces that support neurodiverse learners.
A crucial step toward improving educational inclusion for students with autism in Mexico is ensuring early and accurate detection. Establishing a collaboration between the Mexican Secretariat of Health and Seoul National University could facilitate specialized training for Mexican doctors in the diagnostic techniques used in South Korea, significantly enhancing early identification rates.
The implementation of the Autism Spectrum Screening Questionnaire (ASSQ) in DIF daycare centers and public schools could improve autism detection before the age of six. Additionally, introducing mandatory screening programs in public preschools—adapted to Spanish and the Mexican cultural context—would further support early diagnosis. Integrating child development assessments into routine medical check-ups at IMSS and ISSSTE could also strengthen early identification efforts, ensuring that more children receive timely interventions.
To maximize the effectiveness of these strategies, Mexican pediatricians should receive training in validated diagnostic tools from South Korea, such as the Korean Childhood Autism Rating Scale (K-CARS), which has demonstrated high accuracy in identifying autism in early developmental stages. A pilot program could be launched in Mexico City and Monterrey—cities with specialized child diagnostic centers—following the successful model implemented in Goyang, South Korea. This initiative would provide a structured framework for nationwide adoption, ultimately improving access to early intervention for children with ASD.
Adapted Learning Spaces in Korea and Their Application in Mexico
In Seoul, the government has implemented “autism-friendly classrooms” in 15 public schools as part of a broader initiative to support students with autism. These classrooms feature adjustable lighting, noise-reducing elements, and designated sensory rest areas designed to minimize sensory overload in children with ASD. Following these modifications, sensory crises among students reportedly decreased by 50%.
To adapt this model in Mexico, public schools could integrate low-stimulation zones inspired by South Korean designs, ensuring a more accommodating learning environment for students with ASD. Special education classrooms should be equipped with sound-absorbing materials and sensory-friendly furnishings to reduce external stressors. Additionally, training Mexican architects and school designers in inclusive design principles—modeled after Korea’s approach—could facilitate widespread adoption of autism-friendly infrastructure.
A practical first step would be launching a pilot project in special education schools in Monterrey and Mexico City (CDMX), where existing neurodevelopment research centers can provide expertise. Furthermore, the Secretariat of Public Education (SEP) could incorporate inclusive design criteria into Mexico’s national educational infrastructure plans, ensuring that future school constructions and renovations systematically address the needs of children with autism.
Finally, both Mexico and South Korea should prioritize the creation of quiet spaces within schools, allowing students with ASD to regulate their anxiety effectively. The integration of visual schedules and structured routines could further assist students in transitioning smoothly between activities, fostering a more predictable and supportive learning environment.
A study conducted by Lim, J. H., Kim, S. Y., and Park, K. H., published by the Korean Society for Rehabilitation of the Disabled (2022), examines the effectiveness of a Virtual Reality (VR)-based program in enhancing social skills among children with Autism Spectrum Disorder (ASD). Over a 12-week period, the study recorded significant improvements, with participants demonstrating a 45% increase in emotion recognition and a 50% improvement in social interactions. These findings suggest that VR technology can serve as an effective tool for social skills development, providing children with ASD a structured and engaging environment in which to practice real-life interactions.To implement a similar initiative in Mexico, a VR-based training program could be developed through collaboration between the National Autonomous University of Mexico (UNAM), the National Polytechnic Institute (IPN), and government organizations such as CONACYT. To enhance cultural relevance and engagement, the virtual scenarios should be adapted to reflect everyday Mexican environments, including markets, schools, and public transportation settings.
Structured Teaching for Students with Autism: Adaptation of TEACCH in Korean Classrooms
The integration of technological tools can significantly enhance learning and communication for students with ASD. Applications such as Proloquo2Go, which help nonverbal children express themselves, have proven to be effective. In South Korea, AI-based digital platforms designed for autism interventions have shown promising results in improving student engagement and development. Implementing similar programs in Mexico could provide essential support for children with ASD, enhancing their educational experience and overall quality of life.
South Korea has made substantial investments in assistive technology to improve autism education, with one of its most notable innovations being RoboRii, a companion robot used in special education schools. This robot utilizes artificial intelligence to teach social skills to children with ASD through conversation simulations and interactive games. Research indicates that children who used RoboRii for six months experienced a 30% improvement in social interaction.
To adapt this technology in Mexico, a research initiative could be launched at institutions such as UNAM and IPN, focusing on the development of an educational robot inspired by RoboRii. A pilot program could be implemented in special education schools in Guadalajara and Monterrey, where established neurodevelopment research centers could facilitate testing and refinement.
Additionally, adapting existing augmented reality (AR) software from South Korea to support instruction in Mexican schools with limited resources could significantly improve accessibility. To further advance this initiative, CONACYT could finance the development of an AI-driven educational robot specifically designed for Mexican students with ASD.
Furthermore, a collaboration agreement between the Secretariat of Public Education (SEP) and KAIST (Korea Advanced Institute of Science and Technology) could facilitate technological transfer of AI-assisted education techniques, ensuring that these innovations become accessible to students across Mexico.
Public awareness campaigns in schools can play a crucial role in educating students about Autism Spectrum Disorder (ASD), fostering respect, inclusion, and empathy. In South Korea, nationwide initiatives have been launched to reduce stigma and promote a more inclusive educational environment. Implementing similar efforts in Mexico could help combat misconceptions about autism and encourage greater acceptance within school communities.
A study conducted by Park, H., and Chung, K., published in the Journal of Korean Special Education (2019), examined the Inclusive Education Model for Children with Autism in South Korean Public Schools. The research found that South Korea implemented a peer tutoring program in which neurotypical students assisted classmates with ASD in the classroom. As a result, children with autism demonstrated a 50% improvement in social skills and a 30% increase in academic integration.
A similar initiative could be introduced in Mexican public schools through structured peer tutoring programs, where neurotypical students receive training to support classmates with ASD. Establishing an “Autism Friends” system, inspired by the Korean model, could further promote inclusion by integrating awareness campaigns and interactive activities within classrooms.
A practical first step in Mexico could be a pilot program developed by the Secretariat of Public Education (SEP) and the National Autonomous University of Mexico (UNAM) in elementary schools in Mexico City (CDMX). This initiative would pair students with ASD with trained peer mentors and provide specialized training for both students and teachers to ensure effective integration strategies. Successful implementation of this model could pave the way for a national-scale adoption, fostering a more inclusive and supportive educational system for children with autism.
A study conducted by Kim, E. H., and Song, M. Y., published by the Korean Society of Music Therapy Research (2021), analyzed the effects of music therapy on children with autism. The findings revealed that music therapy led to a 30% improvement in attention and a 40% reduction in aggressive behaviors among children with ASD.
Music therapy has proven to be an effective therapeutic intervention, as it provides a non-verbal, sensory-rich environment that encourages emotional expression and behavioral regulation. By integrating structured musical activities, children with autism can enhance communication skills, focus, and self-regulation, making this approach a valuable tool in autism intervention programs.
Integrating structured music therapy programs into public schools across Mexico could provide significant benefits for children with ASD, helping them regulate emotions, enhance focus, and improve attention spans.
Collaborating with Mexican cultural institutions, such as the National Institute of Fine Arts (INBA), alongside academic partnerships with institutions like Yonsei University in South Korea, could facilitate the design and implementation of evidence-based music therapy programs. These initiatives should be adapted to Mexico’s educational needs and cultural context, ensuring their effectiveness in supporting the cognitive and emotional development of students with autism.
Final Remarks
Providing high-quality education for students with autism is crucial for fostering a more inclusive and equitable society. Adapting and innovating successful approaches from South Korea could offer Mexico’s neurodivergent children greater educational opportunities, improving their academic development and long-term prospects.
However, implementing these strategies in Mexico presents several challenges. Unlike South Korea, where government policies mandate nationwide teacher training and allocate significant resources to inclusive education, Mexico faces budget constraints and disparities in educational access. Additionally, cultural differences in the perception of autism may influence how these policies are received. To successfully adapt South Korean models, Mexico must develop a phased approach, beginning with pilot programs in key urban areas, followed by progressive national implementation supported by continuous evaluation.
Several countries have successfully adapted structured teaching methods for autism, offering valuable insights for Mexico. For instance, Spain has incorporated TEACCH strategies into its special education system, leading to improvements in student independence and classroom engagement. Meanwhile, Canada has integrated assistive technology and peer mentoring programs, fostering greater social inclusion for students with ASD. Learning from these experiences can help Mexico design culturally relevant and feasible solutions.
Progress in this field depends on coordinated efforts between educators, healthcare professionals, and policymakers. However, true inclusion requires collective action. Educational authorities, teachers, and families must work together to implement effective strategies, increase public awareness, and advocate for policies that support children with autism. By fostering collaboration and commitment at all levels of society, Mexico can move towards a more inclusive education system—one where students with ASD receive the support they need to reach their full potential and actively participate in society.
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