Educación Inclusiva para Niños y Niñas Dentro del Espectro Autista: una Revisión Documental en Latinoamérica (2018-2025)

Abstract

The main objective of this study was to assess the state of inclusive education for children on the autism spectrum in five Latin American research countries: Colombia, Ecuador, Brazil, Peru, and Chile, through a documentary review published between 2018 and 2025. To this end, a qualitative methodology based on documentary analysis was adopted, following the guidelines of the PRISMA method. Initially, 60 documents or bibliographic references were selected and managed using Zotero. Subsequently, they were processed in Rayyan for double-blind selection, resulting in 26 scientific documents, which met the established inclusion criteria and formed the basis of the study. Finally, thematic analysis was applied to interpret the findings. Finally, the results obtained from the pedagogical strategies compiled in the documents screened offer recommendations to strengthen inclusive education processes. In this sense, it is understood that inclusive education must be addressed holistically, incorporating an interdisciplinary approach that includes teacher training, family support, therapeutic interventions, and interventions adapted to cognitive diversity. While progress has been made in Latin America regarding inclusion policies and regulations, there is still a significant gap between what is established in legal frameworks and their actual implementation. Closing this gap requires greater political commitment, the allocation of adequate resources, and more active participation from society. Based on these findings, it is recommended that teacher training programs on neurodiversity and inclusion be strengthened, as well as ensuring that educational institutions have well-structured action plans and the necessary resources for their implementation.