Entre el lenguaje y el silencio: sistematización de una experiencia neurodiversa

Abstract

This systematization of experiences takes place at the San Carlos High School, located in Barrancabermeja (Santander), and is based on the pedagogical support provided to a 10-year-old student enrolled in the third grade of primary school. The student has been diagnosed with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Oppositional Defiant Disorder, and is integrated into the regular education system. The process aims to critically reflect on educational practice from an inclusive perspective, recognizing that learning and holistic development are not determined by the diagnosis, but rather by the pedagogical opportunities and support offered within the school context. The experience allows for the identification of pedagogical and didactic strategies designed to promote the student's participation, emotional self-regulation, and autonomy. These include reasonable curricular adjustments, the use of visual aids, technological resources, and manipulatives, as well as ongoing classroom support and collaborative work with teachers, families, and therapeutic professionals. Additionally, the pedagogical management of emotional crises is analyzed, understood as forms of communication that require contextualized pedagogical responses. Based on this critical reflection, the facilitators that enhance their learning and wellbeing are identified, along with the barriers that still limit their full participation and the necessary transformations in school practices, attitudes, and environments. Thus, the experience becomes an opportunity to strengthen a more sensitive, flexible, and committed institutional culture focused on building truly inclusive environments, where each student is recognized for their abilities and not defined solely by their diagnosis.