Educational inclusion and technologies in the social and cognitive development of students with autism spectrum disorder
DOI:
https://doi.org/10.62697/rmiie.v5i2.324Keywords:
Educational inclusion, autism spectrum disorder, assistive technologies, social development, cognitive developmentAbstract
This article analyzes educational inclusion and the role of assistive technologies in the social and cognitive development of students with Autism Spectrum Disorder in primary education, from a rights-based, equity-focused, and diversity-inclusive perspective. Inclusive education is understood as a comprehensive process that transcends physical integration in the classroom and promotes flexible, participatory learning environments tailored to individual needs. The study is based on a qualitative and analytical review of scientific literature on inclusive pedagogical strategies, the development of social and cognitive skills, teacher training, and the use of educational technologies. The analysis shows that structured interventions, modeling of social behaviors, strengthening communication, and working on emotional understanding promote social interaction, self-regulation, and active participation among students with autism spectrum disorder. Furthermore, it highlights those assistive technologies facilitate the personalization of content, adaptation to learning paces, sensory regulation, and constant feedback, strengthening autonomy and meaningful learning. Teachers play a central role, as their self-efficacy, ongoing professional development, and willingness to make curricular adaptations directly impact the quality of inclusive practices. Finally, collaboration between school, family, and community is highlighted as a key element for ensuring coherence, educational continuity, and holistic development in primary education. This approach helps guide pedagogical decisions and inclusive educational policies based on evidence and a strong, ongoing institutional commitment.
Downloads
References
Adibsereshki, N., Nesayan, A., Asadi Gandomani, R., & Karimlou, M. (2015). The effectiveness of theory of mind training on the social skills of children with high functioning autism spectrum disorders. Iranian Journal of Child Neurology, 9(3), 40–49. https://pmc.ncbi.nlm.nih.gov/articles/PMC4577697/
Alkinj, I., Pereira, A., & Coelho Santos, P. (2022). The effects of an educational program based on modeling and social stories on improvements in the social skills of students with autism. Heliyon, 8(5), e09289. https://doi.org/10.1016/j.heliyon.2022.e09289
American Psychiatric Association, DSM-5 Task Force. (2013). Diagnostic and statistical manual of mental disorders: DSM-5™ (5th ed.). American Psychiatric Publishing, Inc. https://doi.org/10.1176/appi.books.9780890425596
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders. https://doi.org/10.1176/appi.books.9780890425787
Baek, C., Aguilar, S. J., & Warschauer, M. (2024). Exploring teachers’ self-efficacy and willingness to provide accommodations in teaching students with autism: An intervention study. Teaching and Teacher Education, 140, 104488. https://doi.org/10.1016/j.tate.2024.104488
Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97. https://doi.org/10.1901/jaba.1968.1-91
Begeer, S., Gevers, C., Clifford, P., Verhoeve, M., Kat, K., Hoddenbach, E., & Boer, F. (2011). Theory of mind training in children with autism: A randomized controlled trial. Journal of Autism and Developmental Disorders, 41(8), 997–1006. https://doi.org/10.1007/s10803-010-1121-9
Begum, R., & Mamin, F. A. (2019). Impact of autism spectrum disorder on family. Autism-Open Access, 9(4). https://www.longdom.org/open-access/impact-of-autism-spectrum-disorder-on-family-44919.html
Ben-Sasson, A., Hen, L., Fluss, R., Cermak, S. A., Engel-Yeger, B., & Gal, E. (2008). A meta-analysis of sensory modulation symptoms in individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(1), 1–11. https://doi.org/10.1007/s10803-008-0593-3
Camarata, S., Stiles, S., & Birer, S. (2024). Naturalistic developmental behavioral interventions for developmental language disorder. American Journal of Speech-Language Pathology, 33(2), 627–641. https://doi.org/10.1044/2023_AJSLP-23-00116 SpeechBite
Capuozzo, A., Rizzato, S., Grossi, G., & Strappini, F. (2024). A systematic review on social cognition in ADHD: The role of language, theory of mind, and executive functions. Brain Sciences, 14(11), 1117. https://doi.org/10.3390/brainsci14111117
Cárcel-López, M. D., & Ferrando-Prieto, M. (2025). Differences and relationships between sensory profile and repetitive behavior in autism. Children, 12(4), Article 504. https://doi.org/10.3390/children12040504
Costescu, C., Pitariu, D., David, C., & Rosan, A. (2022). Social communication predictors in autism spectrum disorder: Theoretical review. Journal of Experimental Psychopathology, 13(3). https://doi.org/10.1177/20438087221106955
Coughlan, B., van IJzendoorn, M. H., Woolgar, M., Weisblatt, E. J. L., & Duschinsky, R. (2022). Differentiating “attachment difficulties” from autism spectrum disorders and attention deficit hyperactivity disorder: Qualitative interviews with experienced health care professionals. Frontiers in Psychology, 12, Article 780128. https://doi.org/10.3389/fpsyg.2021.780128
Eckes, T., Buhlmann, U., Holling, H.-D., & Möllmann, A. (2023). Comprehensive ABA-based interventions in the treatment of children with autism spectrum disorder: A meta-analysis. BMC Psychiatry, 23, Article 133. https://doi.org/10.1186/s12888-022-04412-1
Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S., & Cross, S. (2010). Using participant data to extend the evidence base for intensive behavioral intervention for children with autism. American Journal on Intellectual and Developmental Disabilities, 115(5), 381-405. https://doi.org/10.1352/1944-7558-115.5.381
Flippin, M., Reszka, S., & Watson, L. R. (2010). Effectiveness of the Picture Exchange Communication System (PECS) on communication and speech for children with autism spectrum disorders: a meta-analysis. American Journal of Speech-Language Pathology, 19(2), 178–195. https://doi.org/10.1044/1058-0360(2010/09-0022)
Mazefsky, C. A., Borue, X., Day, T. N., & Minshew, N. J. (2014). Emotion regulation patterns in adolescents with high-functioning autism spectrum disorder: comparison to typically developing adolescents and association with psychiatric symptoms. Autism research: official journal of the International Society for Autism Research, 7(3), 344–354. https://doi.org/10.1002/aur.1366
Soares, E. E., Bausback, K., Beard, C. L., Higinbotham, M., Bunge, E. L., & Gengoux, G. W. (2021). Social Skills Training for Autism Spectrum Disorder: A meta-analysis of In-person and Technological Interventions. Journal of technology in behavioral science, 6(1), 166–180. https://doi.org/10.1007/s41347-020-00177-0
United Nations Educational, Scientific and Cultural Organization. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000098427
United Nations Educational, Scientific and Cultural Organization. (2009). Policy guidelines on inclusion in education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000177849
Vogindroukas, I., Stankova, M., Chelas, E. N., & Proedrou, A. (2022). Language and speech characteristics in autism. Neuropsychiatric Disease and Treatment, 18, 2367–2377. https://doi.org/10.2147/NDT.S331987
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, C., & Wang, H. (2024). The growing challenge of autism spectrum disorder: A comprehensive review of etiology, diagnosis, and therapy in children. All Life, 17(1), 2415057. https://doi.org/10.1080/26895293.2024.2415057
Zwaigenbaum, L., Bauman, M. L., Choueiri, R., Kasari, C., Carter, A., Granpeesheh, D., Mailloux, Z., Smith Roley, S., Wagner, S., Fein, D., Pierce, K., Buie, T., Davis, P. A., Newschaffer, C., Robins, D., Wetherby, A., Stone, W. L., Yirmiya, N., Estes, A., Hansen, R. L., … Natowicz, M. R. (2015). Early Intervention for Children With Autism Spectrum Disorder Under 3 Years of Age: Recommendations for Practice and Research. Pediatrics, 136 Suppl 1(Suppl 1), S60–S81. https://doi.org/10.1542/peds.2014-3667E
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Parvin Houshyari
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in Revista Mexicana de Investigación e Intervención Educativa (RMIIE), of Universidad Pablo Latapí Sarre agree to the following terms:
1. Copyright
Authors retain unrestricted copyright to their work. Authors grant the journal the right of first publication. To this end, they assign the journal non-exclusive exploitation rights (reproduction, distribution, public communication, and transformation). Authors may enter into additional agreements for the non-exclusive distribution of the version of the work published in the journal, provided that acknowledgment of its initial publication in this journal is given.
© The authors.
2. License
The articles are published in the journal under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). The terms can be found at: https://creativecommons.org/licenses/by-nc-sa/4.0/deed.en
This license allows:
- Sharing: Copying and redistributing the material in any medium or format.
- Adapting: Remixing, transforming, and building upon the material.
Under the following terms:
- Attribution: You must give appropriate credit, provide a link to the license, and indicate if any changes were made. You may do this in any reasonable manner, but not in any way that suggests the licensor endorses or sponsors your use.
- NonCommercial: You may not use the material for commercial purposes.
- ShareAlike: If you remix, transform, or build upon the material, you must distribute your creation under the same license as the original work.
There are no additional restrictions. You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
