Estrategias pedagógicas inclusivas para la educación de estudiantes con autismo: Hacia una educación equitativa y personalizada en contextos ecuatorianos

Abstract

Access to inclusive education remains a challenge in Ecuador, particularly for students with Autism Spectrum Disorder (ASD). Despite legislative advances, the effective implementation of inclusive pedagogical strategies still faces structural and training-related barriers. This article examines evidence-based strategies to promote equitable and personalized teaching, addressing key aspects such as teacher training, educational legislation, individualized instruction, interdisciplinary collaboration, and neuroeducation. The study was conducted through a systematic review following the PRISMA protocol, considering fifty studies published between 2019 and 2025 in Spanish and English, retrieved from peer-reviewed academic databases. The effectiveness of various inclusive strategies was analyzed, emphasizing multidisciplinary and collaborative approaches. The results revealed that, although Ecuador has developed regulatory frameworks for inclusive education, their practical application is limited due to factors such as insufficient teacher training, inadequate resources, and resistance to change. It is concluded that the effective implementation of inclusive pedagogical strategies requires strengthening teacher training, ensuring specialized resources, and promoting institutional commitment to guarantee equality in access and quality of education for students with ASD in Ecuador.