La enseñanza de la lengua castellana en la infancia: alternativas curriculares desde los procesos comunicacionales en estudiantes con trastorno del espectro autista

Abstract

This monograph critically analyzes the teaching of Spanish Language in childhood from an inclusive perspective, focusing on the communicative processes of students with Autism Spectrum Disorder (ASD), particularly those requiring support levels 2 and 3. The study problematizes the traditional conception that positions reading and writing as the only legitimate forms of communication and school participation, highlighting the pedagogical, curricular, and symbolic barriers that this perspective generates within contexts of neurocognitive diversity. Through a qualitative and interpretive approach, a theoretical and regulatory review, along with the analysis of pedagogical experiences, is conducted in order to understand emerging forms of communication within the classroom. Based on contributions from the neurodiversity paradigm and sociocultural approaches to language, communication is recognized as a broad and multimodal process that includes visual, gestural, bodily, and mediated resources, extending beyond the limitations of oral language and conventional literacy.