Estrategias pedagógicas para favorecer la inclusión educativa de estudiantes con Trastorno del Espectro Autista (TEA)

Abstract

This research aimed to analyze the pedagogical strategies that foster the educational inclusion of students with Autism Spectrum Disorder (ASD) at a public institution in Ecuador. The study employed a quantitative approach with a non-experimental, descriptive, and cross-sectional design. The sample consisted of 150 students from the intermediate and upper levels of General Basic Education and the Unified General Baccalaureate. Data were collected using a structured survey, and the results were analyzed in terms of frequencies and percentages. The findings revealed a largely favorable assessment of inclusive practices, particularly regarding student participation, collaborative work, and the use of visual aids. However, a need was identified to strengthen the adaptation of activities and individualized support, especially at the Baccalaureate level. It is concluded that the institution has made significant progress in educational inclusion, although it needs to consolidate teacher training, diversify resources, and systematically apply strategies that address the specific needs of students with ASD across the educational levels analyzed.