Trastorno del espectro autista y métodos de enseñanza para niños en el aula de clase

Objective: To synthesize the available evidence (2015–2025) on the associative relationship between classroom teaching methods strategies and educational outcomes in students with autism spectrum disorder (ASD). Methods: A PRISMA 2020 systematic review with narrative synthesis was conducted (Page et al., 2021). One hundred records were identified, 10 duplicates removed, and 90 full texts assessed. Seventy-nine full texts were excluded (non eligible document type, n=39; non classroom scope, n=10; non-ASD population topic, n=8; no identifiable classroom strategy outcomes, n=6; outside the time window, n=4; and non-prioritized geographic context, n=12). Seven primary studies were included in the results synthesis; additionally, four contextual sources were consulted to support background and discussion and were not counted as primary evidence. Data extraction captured setting, design, sample, strategy method (E), and outcomes (O). Methodological quality was appraised with the MMAT (Hong et al., 2018). Results: Primary evidence (mostly from Ecuador) reports favorable associative links between inclusive pedagogical strategies, visual supports and individualized adjustments, communication focused strategies, play based physical education practices, structured TEACCH based activities, and ICT assistive technology, with outcomes such as school participation, social interaction, communication language, autonomy, and curriculum access. Conclusions: Reported associations suggest that structured learning environments and the pedagogical integration of visual, communicative, and technological supports are linked to meaningful educational outcomes for students with ASD. Methodological heterogeneity and reporting gaps (duration, intensity, implementation fidelity) limit cross-study comparability and preclude quantitative synthesis.