Education from the perspective of children with autism spectrum disorder (ASD).

Abstract

This essay addresses the importance of educational inclusion, highlighting its relevance in the creation of classrooms that respect diversity and ensure access to quality education for all students. The difference between inclusion and integration is clarified, emphasizing that inclusion is a broader approach, committed to removing barriers to learning and participation. In addition, the ChanGo pedagogical model is analyzed, which is characterized by its methodological flexibility, community approach and respect for freedom and diversity. This model is linked to sociocultural and socio-constructivist theories, which highlight the importance of social interaction in learning. It explains how ChanGo can be adapted to students with Autism Spectrum Disorder (ASD), through active methodologies and custom settings. The essay also addresses the importance of early diagnosis of ASD, highlighting the challenges these children face in traditional educational settings and the need to tailor teaching to their individual needs. Finally, the responsibility of the teacher to create inclusive classrooms is underlined, despite the lack of specialized training, through educational strategies based on empathy, love, creativity and collaborative work to achieve true inclusion.