Collaborative optimization of the teaching processes in a school in the city of Bogotá developed in children with ASD from an action-participation research.

In Colombia, laws have emerged, such as; Bill No. 046 of 2017, which governs the rights of people with autism, as well as laws such as 1618 of 2013, which mentions the guarantee of the rights of persons with disabilities, and Decree 1421 of 2017 in which inclusive education is regulated for persons with disabilities, which govern the right to education. Furthermore, according to the UN Human Rights Colombia (2011): Colombia joined the 99 States that have committed to taking concrete actions to ensure equal rights and opportunities for people with disabilities at the end of ratifying the Convention on the Rights of Persons with Disabilities. Furthermore, the United Nations on the Rights of Persons with Disabilities, Bill 083 of 2015, was created as a General System for the Comprehensive Care and Protection of Persons with Autism Spectrum Disorder (ASD) and in conditions seeking to promote diversity and inclusion in traditional institutions.

     However, beyond the legislative and even structural changes, there is a fundamental base that revolves around the teaching practice, which facilitates learning in people with functional diversity and promotes aspects within the institutions. Therefore, this study aims to collaboratively optimize the teaching processes in a district school in Bogotá developed for boys and girls with ASD based on participatory action research. The methodology will be of a qualitative type, participatory action research with a descriptive scope within, which in-depth interviews, focus groups, and participant observation planned that cover axes such as the experience of teachers, parents, and the characteristics of children with autism, support resources, and teacher training.