Educational inclusion: challenges in the process of curricular adaptation of English in students with autism spectrum disorders.

Abstract

The Autism Spectrum Disorders in English language teaching represents this urgent and complex problem due to the heterogeneity of the condition and the cognitive and social challenges it entails. Objective: to explore, interpret and systematize the favorable scientific evidence on the challenges and pedagogical strategies in which the process of curricular adaptation of the English language in students with this disorder. Methodology: qualitative descriptive with a hermeneutical approach that is based on a systematic review of the literature, using the PRISMA 2020 method. A search was carried out in academic databases such as: Pubmed, Scielo, Latindex Web of Science, where 21 articles were selected whose quality was validated using the QualSyst tool. Results: individualized curricular adaptations, the use of visual supports and certain multisensory methodologies, improve the motivation and communicative skills of neurodivergent students. In addition, critical barriers were identified at the time of inclusion of students in our context, such as insufficient teacher training, lack of technological and institutional resources. Conclusion: Full inclusion depends on the transformation of traditional pedagogical practices towards evidence-based models and the use of assistive technologies, thus guaranteeing social equity and the emotional well-being of students.