Estrategias metodológicas inclusivas para niños con trastorno del espectro autista (TEA) nivel de apoyo 1 en edad escolar. Revisión bibliográfica.

Abstract

Autism Spectrum Disorder (ASD), at support level 1, is associated with difficulties in social communication, cognitive flexibility, and emotional self-regulation, which may interfere with full participation in the regular classroom if inclusive methodological strategies are not implemented. In Ecuador, the enrollment of children with ASD who require specific supports and adaptations has increased; however, gaps persist in teacher training and in methodological guidelines. This study analyzes the inclusive methodological strategies applied to children with ASD support level 1 at school age through a bibliographic review of recent publications (2019–2025) in Spanish and English. The systematic search in Scopus, PubMed, and Web of Science showed that educational inclusion is strengthened through the balanced integration of structured, natural, and mixed strategies, combining order, flexibility, and attention to the individuality of the student.