Standard schools are neither equipped nor adjusted for pupils with special educational requirements, in spite of the numerous efforts made by authorities to improve the situation. Punishments, repeating a year, insufficient support, and a lack of therapeutic and psychological aid, along with limited training opportunities and a rising demand for medication, constitute the educational reality faced by students with Autism Spectrum Disorder (ASD), as reported by the families involved in Visión Autism Blue.
Statistics from the Department of Education of the Government of the Canary Islands reveal that during the 2023-2024 school year, there were 4,565 diagnosed cases of ASD within the Archipelago, a widespread developmental disorder that uniquely affects each individual. Understanding this variability is crucial, as ASD cannot be approached with a one-size-fits-all treatment; each child has specific needs, and recognising these is paramount. However, this becomes the greatest obstacle families face when enrolling their children in schools. Each family’s experience varies based on the institution they have selected; some have had to change schools multiple times and still struggle to find one that adequately addresses their child’s needs.
Education is the primary topic of concern during meetings held by families participating in Visión Azul Autismo, a charitable organisation established in Puerto de la Cruz to seek solutions for those dealing with ASD. Its initiatives extend throughout the northern region, particularly in Los Realejos, and assist all individuals in need across the island.
Approximately twenty parents shared their children’s educational experiences with this publication. Some chose to remain anonymous or refrain from sharing their images due to concerns about “harassment from educational institutions towards families,” a sentiment echoed by all.
Current regulations acknowledge students with special needs, introducing new roles such as educational assistants, whose purpose is to support both teachers and the students in their care. The absence of such professionals in classrooms significantly hinders the support provided to minors with ASD, preventing them from participating in outings, enjoying lunchtime with peers, or learning at their own rhythm. The shortfall of specialised staff has been an ongoing issue, but the situation has intensified notably this year, complicating the work-life balance for family members, who often have to leave their jobs to tend to their children’s needs. This reality results in discrimination against students with ASD compared to their peers and undermines their right to a quality education.
Anabel Mederos shared her uncertainty about whether participating in this report was the right decision. She was not alone in her apprehension; all those who came forward expressed the same hesitation about revealing a reality that connects them yet remains unique to each family.
Her son Ilyas has recently started school, enrolled in 3-year-old Preschool, where an assistant was requested prior to the beginning of the term. Despite expressing concerns, they continue to face delays and silence from the institution. At the school Ilyas attends, there is an assistant “for the whole centre,” who can only spend between 45 minutes to an hour with him, predominantly at the school entrance to prevent him from becoming disoriented due to his hypersensitivity to auditory and visual stimuli, which overwhelms him in crowded environments. Like many children with ASD, Ilyas is prone to escaping and exhibits behavioural issues, which leads to near-daily complaints from his caring and wonderful tutor, especially when overwhelmed by his reactions to changes in routine. His frustration grows, even with prior warning, leading to screaming, destructiveness, self-harm, and throwing himself to the floor.
When such situations arise, the child is moved to a class for older students to calm down, a step that could be avoided with the presence of an assistant, someone to provide companionship rather than “feeling isolated,” as he expresses to the school psychologist, stating that he is sent to another classroom “because he always behaves poorly” and is seen as “troublesome.”
That’s the conclusion they reach: “our sons and daughters are bothersome,” stresses Laura Vié, mother of Fran, 21, who, along with her husband Ramón Rodríguez, notes that the existing circumstances mirror those from 18 years ago when their son attended school. “Institutions still lack the necessary resources to care for children with ASD and are unwilling to make provisions,” she remarks. Moreover, at times they believe “things have worsened; when Fran was four, he was the only diagnosed child at school, meaning there were more teachers focused on him and less family persecution, unlike what we witness now.”
Fran did receive inadequate support from his teachers. In his first year in primary school, they informed him that he would repeat second year “because everyone does,” and he could not participate in any excursions unless accompanied by someone to look after him. Secondary school was even harsher, as he attended an Enclave Classroom where he was forced to wash cars, despite being allergic to many of the products, an issue confirmed by a medical certificate, “a situation that persists in some institutions,” states the president of Blue Vision, Irene Zalba. “Their reasoning was that this would help him acquire skills for future employment. Fran experienced seizures and fell into depression due to the anxiety this caused him, as confirmed by the doctor,” his mother recounts.
They encountered various types of teachers and headmasters. “Does he hit or bite?” the head of the school inquired during one interaction. Her husband quickly responded, “I’m the one who might do that,” he said.
The young man’s life transformed after leaving secondary school, and he now dedicates himself to art, a passion of his, although his parents have to cover the costs of activities, as educational opportunities remain restricted.
Pablo, aged 23 and the son of Tirma Lorenzo, faces a similar reality. A high-level centre for individuals with additional disorders was suggested for him, but having ASD does not equate to having another form of disability. “They focus on preparing them for the transition to adult life, and while that, alongside comprehensive discipline, is beneficial, repeating the same routine day after day can frustrate anyone, especially these children who require ongoing motivation,” he asserts.
They fear that by voicing objections, their children might face repercussions. This happened to Maribel López Peraza with her daughter, “who was upset” along with her brother Jesús, who is diagnosed with ASD. They attempted to integrate him into the classroom, and upon seeing her, he became excited, but they were prevented from approaching one another, leading to a crisis. Anabel defended her child, asserting that he was her brother, but educators made it clear: “not in here.”
Ricardo, son of Elena Fuentes Salazar, is 12 years old, has grade 3 autism, and relies on an educational assistant for help with going to the bathroom, eating, sitting, and writing. “All those things that a child without special needs can do independently, we have constantly had to fight with the Department, sending letters and visiting in person to secure more support.” In Elena’s view, this requires not merely more assistants, but also “teachers who are equipped and eager to assist and learn, as autism presents new challenges every day.”
Gabriel, the son of Anabel Dávalos, is seven years old and has already attended two schools. In the first institution, he was held back a year in Kindergarten as they believed he needed to develop further, even though he was already capable of reading.
“They are held back because they are autistic; the educational system is not designed for neurodiversity. They are attempting to make them behave like neurotypicals, which is not feasible now or ever, as my son will be autistic today, tomorrow, and forever. This situation remains unacknowledged,” Anabel asserts.
There are recommendations for medication due to their lack of focus. “Teachers are not medical professionals, and moreover, a child who can read, write, add, subtract, has memorised multiplication tables and plays the violin, like Gabriel, possesses significant abilities. However, the complaint from the educational team is that ‘he does not know how to sit still, makes noise, and disrupts the rest of the class.’”
Yanira’s son, Alejandro, besides having ASD, also experiences ADHD (attention deficit hyperactivity disorder) and impulsivity issues. He has been requesting an educational assistant all year without success even though this is “a right that children with ASD are entitled to.” Due to Alejandro’s struggles, the school has imposed penalties, as he is unable to recognise when he is in crisis; in moments of frustration, he has lashed out at others, including teachers. The school management has already warned him that if he continues down this path, he risks expulsion and missing out on excursions. Alejandro requires strong guidance, a support figure who assures him: ‘I am here,’ just like all the other children.
Yanira feels like a failing mother, a feeling echoed by others around her. “You grapple with guilt over their autism, and to make matters worse, they label you a liar,” she admits.
Families of children with ASD require the same reassurance as others when they drop their children off at school—the peace of mind that they are in a safe environment. Sadly, this is not the case. They endure uncertainty and anxiety, constantly glued to their phones, questioning themselves: “What is inclusion? Where are our children’s rights?”
The Ministry of Education has confirmed that work is underway to enhance the service of educational assistants.
Officials from the Ministry of Education stress that inclusion is not an unmet requirement but a current reality. Consequently, all teachers receive training focused on students with special educational needs, particularly those with ASD, and educational institutions must have a training plan that encompasses this. They report that this academic year, a larger number of support teachers have been added, resulting in lower attention ratios. They are also working on new specifications to improve the educational assistant services for future recruitment. These positions are filled at the start of the academic year, but adjustments can be made once the Educational Inspection identifies the needs at each institution, within each class, and for each student. The budget allocated for these roles has increased from €13 million at the beginning of the mandate to €21 million by 2025.
