Autismo y el paradigma de la neurodiversidad en la investigación educativa
DOI:
https://doi.org/10.26512/lc29202345911Palabras clave:
Neurodiversidad, Educación Inclusiva, AutismoResumen
Este trabajo buscó identificar las formas en que el autismo es abordado en investigaciones educativas ubicadas en el campo de los estudios críticos del autismo, a través de una revisión de la literatura nacional e internacional producida entre 2007 y 2020. Los resultados evidenciaron una creciente producción del conocimiento en el panorama internacional, pero todavía escaso a nivel nacional. El análisis mostró que, desde la perspectiva de la neurodiversidad, el autismo asume un carácter identitario, político y social que contribuye al desarrollo de propuestas basadas en la accesibilidad y participación de los estudiantes autistas, garantizando su permanencia y aprendizaje en las instituciones educativas.
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Derechos de autor 2023 Andrea Soares Wuo, Andre Luiz Corrêa de Brito
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