Cognición y ambientes de aprendizaje para personas con trastorno del espectro autista. Una mirada social

Objective: To understand the lived experiences related to cognition and learning environments for individuals with Autism Spectrum Disorder (ASD) from a social perspective. Methodology: Interpretive paradigm with a phenomenological approach. Data collection was carried out through semi-structured interviews and field journals. Participants: Three teachers, three experts, two mothers, and one person diagnosed with ASD. Results: The experiences revolve around difficulties in communication, social interaction, language, behavior patterns, interests, and conduct, among others. Conclusions: Across different domains and roles, emphasis is placed on adaptations concerning sensory processing (SP) or sensory integration (SI) through collaborative efforts involving professionals and families. Finally, the importance of implementing various strategies that support the development of social and communication skills, to improve the educational experiences of this population, is interpreted