Digital training for teachers on the inclusion of students with autism spectrum disorder in secondary school, sixth form and vocational training

Abstract

Digital competence in teaching is vital for ensuring educational quality in a technology-based context. Training teachers to effectively use and critically evaluate Information and Communication Technologies (ICT) is especially important when working with students with Autism Spectrum Disorder (ASD). This study analyzes the level of ICT training and proficiency among secondary, sixth form, and vocational teachers in the Community of Madrid, as well as the factors influencing their preparation. Using a cross-sectional and quantitative design, data were collected from 236 teachers through a questionnaire assessing inclusive digital competence and ICT training related to ASD. Results show that teachers demonstrate an intermediate level of digital competence, with significant differences based on educational stage, teaching experience, and previous ICT training. The study highlights the need to strengthen teacher preparation and proposes specific training programmes to promote equitable and effective teaching practices that foster inclusion and support students with ASD.