Estrategias pedagógicas inclusivas y su influencia en el aprendizaje significativo de los estudiantes con Trastorno del Espectro Autista (TEA) de Educación General Básica.
DOI:
https://doi.org/10.55204/trc.v6i2.e752Keywords:
Educación inclusiva; trastorno del espectro autista; estrategias pedagógicas; aprendizaje significativo; Educación General Básica.Abstract
La educación inclusiva requiere estrategias pedagógicas que respondan a las necesidades individuales de los estudiantes con Trastorno del Espectro Autista (TEA), favoreciendo experiencias de aprendizaje comprensibles y relevantes. La investigación tuvo como objetivo analizar la contribución de las estrategias pedagógicas inclusivas al aprendizaje significativo de estudiantes con TEA en Educación General Básica. Se desarrolló una revisión bibliográfica con enfoque cualitativo y alcance descriptivo-analítico, basada en literatura científica publicada entre 2021 y 2026. Los resultados identificaron cuatro dimensiones fundamentales: accesibilidad curricular, enseñanza estructurada y recursos didácticos, participación escolar y formación docente. Se encontró que el Diseño Universal para el Aprendizaje, los apoyos visuales y las adaptaciones metodológicas ofrecen oportunidades para mejorar la comprensión, fortalecer la autonomía y reducir barreras educativas. La discusión evidenció que participar en actividades escolares no garantiza necesariamente la construcción de aprendizajes significativos. Se concluye que las estrategias inclusivas requieren planificación flexible, atención individualizada y evaluación continua para favorecer conocimientos aplicables a diferentes situaciones. Se recomienda fortalecer la formación docente y desarrollar investigaciones que permitan valorar sus efectos sobre el aprendizaje académico en contextos escolares diversos.
Downloads
References
Ališauskienė, S., & Grigėnaitė, J. (2024). Predominant educational approaches for teaching children with autism spectrum disorder in primary school. Special Education, (45–46), 51–63. https://doi.org/10.15388/se.2023.45.4
Anixt, J. S., Ehrhardt, J., & Duncan, A. (2024). Evidence-based interventions in autism. Pediatric Clinics of North America, 71(2), 199–221. https://doi.org/10.1016/j.pcl.2024.01.001
Avery, S. K., Akers, J. S., Gerow, S., & Exline, E. (2025). The use of caregiver-implemented visual supports for individuals with developmental disabilities: A systematic literature review. Review Journal of Autism and Developmental Disorders, 12, 323–341. https://doi.org/10.1007/s40489-023-00390-6
Bolourian, Y., Losh, A., Hamsho, N., Eisenhower, A., & Blacher, J. (2022). General education teachers’ perceptions of autism, inclusive practices, and relationship building strategies. Journal of Autism and Developmental Disorders, 52, 3977–3990. https://doi.org/10.1007/s10803-021-05266-4
Corrales Castaño, L., & Rodríguez Torres, J. (2024). Alumnado con Trastorno del espectro autista y el DUA como estrategia de inclusión educativa. European Public & Social Innovation Review, 9, 1–19. https://doi.org/10.31637/epsir-2024-567
Garrote, A., Zurbriggen, C. L. A., & Schwab, S. (2023). Friendship networks in inclusive elementary classrooms: Changes and stability related to students’ gender and self-perceived social inclusion. Social Psychology of Education, 26, 1479–1497. https://doi.org/10.1007/s11218-023-09804-z
Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 51, 4013–4032. https://doi.org/10.1007/s10803-020-04844-2
Mahoney, M. W. (2023). Peer-mediated instruction and intervention to support the academic achievement of secondary students with autism spectrum disorder: A systematic review of the literature. The Journal of Special Education Apprenticeship, 12(1). https://doi.org/10.58729/2167-3454.1159
O’Donoghue, M., Kennedy, N., Forbes, J., & Murphy, C.-A. (2024). Stakeholder perceptions of the acceptability of peer-mediated intervention for minimally speaking preschoolers on the autism spectrum. Journal of Autism and Developmental Disorders, 54, 1774–1791. https://doi.org/10.1007/s10803-023-05928-5
Perrelet, V., Veyre, A., Chawki, L., Margot, C., & Cappe, É. (2025). What are we targeting when we support inclusive education for autistic students? A systematic review of 233 empirical studies and call for community partnerships. Autism, 29(12), 2927–2940. https://doi.org/10.1177/13623613251352223
Petersson-Bloom, L., & Holmqvist, M. (2022). Strategies in supporting inclusive education for autistic students—A systematic review of qualitative research results. Autism & Developmental Language Impairments, 7, 1–15. https://doi.org/10.1177/23969415221123429
Petersson-Bloom, L., Leifler, E., & Holmqvist, M. (2023). The use of professional development to enhance education of students with autism: A systematic review. Education Sciences, 13(9), 966. https://doi.org/10.3390/educsci13090966
Sam, A. M., Odom, S. L., Tomaszewski, B., Perkins, Y., & Cox, A. W. (2021). Employing evidence-based practices for children with autism in elementary schools. Journal of Autism and Developmental Disorders, 51, 2308–2323. https://doi.org/10.1007/s10803-020-04706-x
Tello-Zuluaga, J., & Botero-Botero, S. (2023). Procesos de atención pedagógica de estudiantes con trastorno del espectro autista (TEA): Una revisión sistemática. Ciencia y Educación, 7(3), 63–76. https://doi.org/10.22206/cyed.2023.v7i3.pp63-76
Tsou, Y.-T., Kovács, L. V., Louloumari, A., Stockmann, L., Blijd-Hoogewys, E. M. A., Koutamanis, A., & Rieffe, C. (2026). School-based interventions for increasing autistic pupils’ social inclusion in mainstream schools: A systematic review. Review Journal of Autism and Developmental Disorders, 13, 45–68. https://doi.org/10.1007/s40489-024-00429-2
Wüthrich, S., Sahli Lozano, C., Lüthi, M., & Wicki, M. (2024). Changing students’ explicit and implicit attitudes toward peers with disabilities: Effects of a curriculum-based intervention programme. Social Psychology of Education, 27, 935–953. https://doi.org/10.1007/s11218-023-09837-4
Zanuttini, J. Z., & Little, C. (2022). Teaching social skill acquisition to adolescent students with autism: A systematic review of peer-mediated interventions published between 2010 and 2020. International Journal of Educational Research Open, 3, 100192. https://doi.org/10.1016/j.ijedro.2022.100192
Zhou, K., Liu, X., Li, S., Zhang, Y., An, R., & Ma, S. (2024). The use of Treatment and Education of Autistic and Related Communication Handicapped Children in schools to improve the ability of children with autism to complete tasks independently: A single-case meta-analysis. Child: Care, Health and Development, 50(2), e13234. https://doi.org/10.1111/cch.13234
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Karla Susana Muñoz Paucar, Lorena Cecilia Criollo Arias, Janneth Emperatriz Cobos Astudillo, Celia Viviana Arias Arias
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors retain the moral and patrimonial rights of their works. They only give to the magazine Tesla Revista Científica the right to the first publication of this. Since Tesla Revista Científica is an open access publication, readers can fully or partially reproduce its content as long as they properly credit the corresponding authors and the journal itself. Tesla Revista Científica undertakes not to make commercial use of the texts it receives and/or publishes.
Our journal is governed by the international policies SHERPA/RoMEO: Green journal: They allow the self-archiving of both the pre-print (draft of a paper) and the post-print (the version corrected and reviewed by peers) and even the final version ( layout as it will be published in the journal).
See also "Copyright and licences".
