Intervenciones de alfabetización como estrategias de rehabilitación para estudiantes con trastorno del espectro autista: una revisión sistemática
DOI:
https://doi.org/10.5902/1984644495536Palabras clave:
Trastorno del Espectro Autista, Alfabetización, Tecnologías de Asistencia, Rehabilitación, Resultados Funcionales, Educación Inclusiva, Mediación PedagógicaResumen
Este estudio revisó sistemáticamente los enfoques pedagógicos y tecnológicos para la alfabetización en estudiantes con Trastorno del Espectro Autista (TEA), con un enfoque en los resultados funcionales comprendidos desde un modelo biopsicosocial de rehabilitación. La rehabilitación se operacionalizó como apoyo a la comunicación funcional, la autonomía en la alfabetización y la participación social, y no solo como remediación clínica. La revisión sistemática se realizó utilizando la metodología Methodi Ordinatio, y seguió las directrices PRISMA 2020. Se recuperaron artículos publicados entre 2019 y 2025 en SciELO, Scopus, Web of Science y Science Direct. Los estudios se clasificaron utilizando el índice InOrdinatio, y aquellos con una puntuación >90 se incluyeron en la síntesis final. La síntesis final analizó 23 estudios. Los hallazgos se agruparon en tres temas: (i) habilidades de lectura y comprensión, donde el reconocimiento de letras a menudo se conserva, pero persisten dificultades en vocabulario, conciencia fonológica y comprensión; (ii) prácticas de mediación pedagógica, especialmente lectura compartida, que mejoran la atención conjunta y la comunicación funcional; y (iii) tecnologías digitales y de asistencia, incluidas las herramientas de Comunicación Aumentativa y Alternativa (CAA), que apoyan la alfabetización funcional incluso para estudiantes que no hablan. El análisis indica que las intervenciones de alfabetización para estudiantes con TEA contribuyen al rendimiento académico y a resultados orientados a la rehabilitación cuando amplían la comunicación, la autonomía y la participación social. También muestra que ampliar la investigación en regiones subrepresentadas es esencial para garantizar prácticas culturalmente sensibles y equitativas.
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