Las Tecnologías Inclusivas en el Proceso de Enseñanza-Aprendizaje para Personas con Autismo: Una Revisión Bibliométrica (2005-2024)

This paper explores the application of inclusive technologies in the education of individuals with Autism Spectrum Disorder (ASD). A bibliometric analysis was conducted using data collected from the Scopus database, and the PRISMA methodology was applied to select the most relevant research studies published between 2005 and 2024. The study highlights the importance of the TEACCH method and adaptive technologies, such as computer-assisted learning, specialized mobile applications, and augmented reality. The results show an increase in scientific output on the topic starting in 2019. Key trends were identified, including the integration of digital platforms, personalized learning, and the impact of the COVID-19 pandemic on the education process for children with ASD. Additionally, the study emphasizes the need for teacher training in socio-educational competencies for the effective implementation of these technologies. It concludes that inclusive technologies have improved the education of students with ASD, but further research is needed on adaptive methodologies and collaboration among teachers, therapists, and families to optimize learning.