Percepciones de padres, docentes y psicólogos sobre el diagnóstico y tratamiento de trastornos del neurodesarrollo en el centro de educación inclusiva El Faro

Abstract

The aim of this study was to understand the perceptions held by parents, guardians, teachers, and psychology professionals regarding the diagnosis and treatment of neurodevelopmental disorders in children attending the Centro de Educación Inclusiva El Faro in Tegucigalpa, Honduras. The research followed a quantitative approach, with a non-experimental and descriptive design. The sample consisted of 32 parents or guardians, 8 teachers, and 5 psychologists from the center. Data collection was carried out using ad hoc instruments validated by experts, and the information was analyzed using the statistical software Jamovi 2.3.28. The results showed that the process of accepting the diagnosis generates a strong emotional impact on parents and guardians, with predominant feelings of confusion, sadness, distress, and fear, which gradually transform with institutional support. Difficulties in treatment adherence were also identified, related to lack of time, emotional overload, and the need for more structured support. When comparing the perceptions of the three groups, common points emerged—such as the relevance of the family's role—as well as differences in expectations, strategies, and needs. It is concluded that perceptions toward the diagnosis and treatment are shaped by social, emotional, and educational factors, and that strengthening communication and collaborative work between families and professionals is essential for inclusive and effective care.