Educación, autismo e inclusión: percepciones, desafíos y oportunidades para una escuela verdaderamente integradora

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by impairments in communication, social interaction, and restricted and repetitive behavior patterns. In the educational context, this condition presents a series of challenges and opportunities that must be deeply understood in order to move toward true inclusion. This research aims to analyze the theoretical foundations of autism, the process of inclusion within the educational system, and the perceptions of various stakeholders, with the goal of identifying challenges and proposing opportunities that enable a genuine transformation toward an inclusive school. From a theoretical perspective, autism has traditionally been approached from medical models focused on deficits. However, nowadays, more comprehensive visions are promoted that recognize neurodiversity and the importance of social and cultural contexts in the development of individuals with ASD (Casas Rodríguez & Aparicio Pico, 2016).