With the unanimous vote of all blocks in the Chamber of Deputies of the Province of Buenos Aires, the bill promoted by the provincial senator was sanctioned. Emmanuel Santalla that establishes mandatory, free and scored teacher training in Autism Spectrum Disorder (ASD) and neurodiversities. The initiative, which already had half a sanction from the Buenos Aires Senate, thus becomes law and marks a step towards inclusive education in the Buenos Aires territory.
The new legal framework guarantees that all personnel in the state and privately managed educational system receive specific training in autism, neurodiversities and cognitive diversities, with the aim of building schools with more tools, more prepared teachers and greater opportunities for everyone. Senator Santalla expressed: “This achievement is the result of the tireless struggle of the families, who never gave up and managed to get the State to respond after so many years.”
The project was worked together with TEA families, organization made up of mothers, fathers and relatives of people with autism, which has been promoting educational inclusion policies for years. Their commitment, together with the articulated work with the educational community, was fundamental to achieving this collective achievement that establishes the right to inclusive education throughout the province. The sanction of this norm represents a concrete advance where institutions and methods adapt to needs.
In dialogue with Noticias, the lawyer Cynthia Castroauthor of the book “Corruption New findings from neuroscience to understand corrupt behavior and neuroethics”, He referred to the topic. “It constitutes one of the most relevant regulatory advances of the last decade in terms of education. It is not only a pedagogical initiative or a political gesture oriented towards social sensitivity. It is, fundamentally, the materialization of a reinforced legal obligation of the State derived from the block of federal constitutionality (art. 75 inc. 22 CN), current international regulations and the structuring principles of contemporary educational law.”
According to the lawyer, the inclusion of mandatory teacher training is not a discretionary power, but rather a direct legal consequence of the state’s duty to ensure accessible educational environments. In this regard, the lack of professional training of educators constitutes a form of structural discrimination. Therefore, it is required that cognitive and pedagogical environments be effectively accessible.
“Whoever teaches, directs or integrates an educational establishment in the province has, since the enactment of the law, a positive professional obligation to update, the failure of which can generate administrative consequences, functional responsibility and, in cases of school discrimination, institutional responsibility,” highlighted the lawyer and added: “The most notable political-legal element of the process is the explicit recognition of family organizations, especially “TEA Families”, whose struggle sustained for years was the decisive catalyst for the legislative sanction.”
The law, although it arises from a transversal political consensus and the social impulse of families, has an immediate technical effect: it establishes a non-derogable minimum standard of teacher training. For Castro, the sanction imposes “positive actions to remove structural obstacles that have historically excluded or marginalized neurodivergent students.” In addition to providing a protective dimension that requires guaranteeing pedagogical environments that do not reproduce symbolic violence, along with a guaranteeing dimension, which obliges authorities to ensure the professional training of teachers as an essential condition for the effectiveness of the right to inclusive education.
The lawyer concluded: “It is a technically necessary, constitutionally sound and legally unobjectionable law. It represents, in strict terms, the perfect convergence between the conventional mandate, state responsibility and the collective struggle of those who never gave up the right of their children to a truly inclusive education.”
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