Page 1 of 4
Advances in Social Sciences Research Journal – Vol. 12, No. 2
Publication Date: February 25, 2025
DOI:10.14738/assrj.122.18296.
Tomé, J. M. S. (2025). Autism Spectrum Disorder (ASD) Law in Chile. Advances in Social Sciences Research Journal, 12(2). 79-82.
Services for Science and Education – United Kingdom
Autism Spectrum Disorder (ASD) Law in Chile
Jose Manuel Salum Tome
ORCID: 0000-0002-2894-5538
Catholic University of Temuco
ABSTRACT
The TEA Law ensures the right to equal opportunities and safeguards the social
inclusion of children, adolescents and adults with ASD, eliminating any form of
discrimination. It promotes a comprehensive approach in the social, health and
education areas, and raises awareness in society on this issue. The law is based on
fundamental principles such as dignified treatment, progressive autonomy, gender
perspective, intersectorality, participation and social dialogue, early detection,
continuous monitoring, and neurodiversity.
Keywords: ASD, Inclusion, Diversity, Neurodiversity.
INTRODUCTION
Law 21,545, known as the Autism Spectrum Disorder (ASD) Law, has come into force in Chile,
marking a significant advance in the inclusion and protection of the rights of people with ASD.
This law, enacted by President Gabriel Boric on March 2, 2023 and published in the Official
Gazette on March 10 of the same year, is the result of intense legislative work initiated in 2019
by the Autism Federation of Southern Chile (Fedausch) and the Interregional Roundtable on
Autism Law (MILA).
The TEA Law aims to ensure the right to equal opportunities and safeguard the social inclusion
of children, adolescents and adults with ASD, eliminating any form of discrimination. It
promotes a comprehensive approach in the social, health and education areas, and raises
awareness in society on this issue. The law is based on principles such as dignified treatment,
progressive autonomy, gender perspective, intersectorality, participation and social dialogue,
early detection, continuous monitoring, and neurodiversity.
DEVELOPMENT
In the educational field, the law ensures the exercise of the rights of people with ASD under
equal conditions. The necessary conditions are promoted for the access, participation,
permanence and progress of autistic children, young people and adults in educational
establishments, both public and private. Educational establishments must develop inclusive
educational communities, make adjustments to their internal regulations and procedures, and
provide adequate social and emotional support to autistic students. The law allows adjustments
to the school day, such as longer breaks or rest time, and the reduction of the school day for a
certain period, always in agreement with the family and formalized in the Individual Curricular
Adjustment Plan (PACI) or Individual Support Plan (PAI).
Page 2 of 4
80
Advances in Social Sciences Research Journal (ASSRJ) Vol. 12, Issue 02, February-2025
Services for Science and Education – United Kingdom
In terms of health, the law mandates the Ministry of Health (Minsal) to implement rooms for
specialized care of ASD in each of the Health Services. The Minsal must incorporate ASD in the
design of the first National Study of Child Health (ENSI), which will allow estimating the
prevalence of the disorder in the population aged 0 to 14 years, 11 months and 29 days. Early
detection and continuous monitoring are essential to ensure comprehensive care.
The law recognizes the importance of caregivers of people with ASD and establishes measures
to support them. Workers can go to the educational establishments where their children attend
in case of emergencies regarding their safety, without this affecting their work day. This is
established in the amendment to the Labor Code.
The State undertakes to promote the necessary actions to ensure the educational and social
inclusion of autistic people, promoting the gradual elimination of barriers to learning,
participation and socialisation. The different Ministries must report annually to the National
Congress on the progress made in the implementation of the law. The law will be financed
through the budget allocated to this regulation and what is contemplated annually in the budget
law.
The enrollment of autistic students in the School Integration Program (PIE) has grown
significantly, from 3,751 students in 2015 to more than 43,428 in 2023. This increase reflects
greater awareness and detection of ASD, but also poses new challenges in terms of resources
and support for these students. Training centers and technical-vocational education institutes
are adapting spaces, teaching materials and pedagogical guides to ensure more inclusive and
accessible education.
The story of Alejandro Wasiliew, a primary school teacher diagnosed with autism at the age of
33, is an inspiring example of the importance of early diagnosis and ongoing support for autistic
people. His experience highlights the importance of neurodiversity and the need for a more
inclusive and respectful society towards people with ASD.
The law was signed into law by President Gabriel Boric at a ceremony held in the Plaza de la
Constitución on March 2, 2023, marking its entry into force and the duty of all Chileans to
respect and fully comply with it. During the ceremony, President Boric stressed the importance
of integrating autistic society, stating that "it is the whole society that has to integrate... Today
we open the arms of the institutionality and we say what should have always been: welcome,
you are part of it, we are proud of you."
The TEA Law is a significant step towards inclusion and respect for the rights of people with
ASD in Chile. With its entry into force, the country is moving towards a more inclusive society,
where the right to equal opportunities is guaranteed and any form of discrimination is
eliminated. Although there are still challenges to overcome, such as training more professionals
and adapting resources, the path towards quality and accessible education for all is clear and
promising. Chilean society is committed to respecting and complying with this regulation,
ensuring a more inclusive and equitable future for all people with ASD.
*Autism in Chile: Advances and Challenges in Education and Inclusion** Autism in Chile has
become increasingly relevant in recent years, prompting a reflection on the integration and
Page 3 of 4
81
Tomé, J. M. S. (2025). Autism Spectrum Disorder (ASD) Law in Chile. Advances in Social Sciences Research Journal, 12(2). 79-82.
URL: http://dx.doi.org/10.14738/assrj.122.18296
support needed for people living with this condition. In the first image, Alejandro Wasiliew, a
primary school teacher and diagnosed with autism at the age of 33, shares his personal
experience. Alejandro, who is also a student of educational psychology, explains that upon
receiving his diagnosis, he understood many of his past experiences. Since then, he has worked
for the Wazz Foundation, focused on the autistic community, and on the basic education team
of the same foundation. Alejandro's story reflects a constant struggle to break down stigmas
and work towards a more inclusive society. His story highlights how, after his diagnosis, he felt
relief at better understanding his behaviors, which led him to advocate for the rights of autistic
people. Her experience is a reminder that late diagnosis can be liberating, but it also represents
a challenge in terms of adjustments and supports for the adults who receive it. On the other
hand, recent data shows a significant increase in the enrollment of autistic students in the
School Integration Program (PIE). In the second image, a report reveals that between 2015 and
2023, the enrollment of autistic students in the PIE grew by more than 1,000%, from 3,751
students to more than 43,428. This increase is a reflection of both population growth and
greater awareness and detection of Autism Spectrum Disorders (ASD). However, this increase
also poses new challenges in terms of resources and support for these students. Educational
institutions face a growing demand for specialized programs and trained professionals who can
provide the necessary supports to autistic students. Finally, the third image addresses how
training centers and technical-professional education institutes in Chile are embracing
inclusion, not only of autistic students, but also of those with other disabilities. The importance
of implementing strategies that consider special educational needs is highlighted. To this end,
spaces, teaching materials, and pedagogical guides are being adapted with the aim of ensuring
a more inclusive and accessible education. The article underlines the importance of having
support programs that can guide both students and teachers, ensuring that inclusion is not just
a theoretical principle, but a reality in Chilean classrooms. --- In summary, Chile is moving
towards greater inclusion and support for people with autism, especially in the educational
field. Life stories such as that of Alejandro Wasiliew and the growth in the enrollment of autistic
students in the PIE are examples of these advances, although there are still challenges to
overcome, such as the training of more professionals and the adaptation of resources.
A STEP TOWARDS INCLUSION
The Autism Spectrum Law in Chile is an important step towards inclusion and respect for the
rights of people with ASD. It recognizes the value of neudivergence and seeks to promote
comprehensive inclusion and protection of the rights of people with ASD in the social, health
and education spheres.
A SHARED CHALLENGE
The implementation of this law is a challenge shared by the government, civil society and
families of people with ASD. It requires a joint effort to ensure that people with ASD have access
to the support and resources necessary for their full development.
AN INCLUSIVE FUTURE
The Autism Spectrum Law in Chile is a step towards a more inclusive and diversity-respectful
future. We hope that this legislation will be a starting point for greater awareness and support
for people with ASD, and that it will contribute to creating a more just and equitable society for
all.