Learning processes in autism spectrum disorder: a neuroeducational perspective
DOI:
https://doi.org/10.63688/7f28y167Keywords:
trastorno del espectro autista, aprendizaje, neuroeducación, funciones ejecutivas, procesamiento sensorial, educación inclusivaAbstract
Introduction: Learning in autism spectrum disorder (ASD) was understood as a process related to the interaction among neurocognitive functions, sensory characteristics, participation, and educational conditions. Objective: The relationship among neurocognitive processes, educational conditions, participation, and learning in people with ASD was analyzed, and its main implications for pedagogical mediation from a neuroeducational perspective were identified. Method: A scoping review was conducted following Joanna Briggs Institute guidance. The review question and search strategy were structured using PCC; study selection was reported according to PRISMA-ScR, and the search followed PRISMA-S criteria. Scopus, PubMed/MEDLINE, ERIC, SciELO, and Dialnet were consulted for publications from January 2015 to August 2026. Thirty-one studies were included and organized through deductive and inductive thematic classification. Results: Six categories were identified: executive control and working memory; attention, perception, and sensory processing; language and social communication; emotional regulation and self-regulation; educational environment and pedagogical mediation; and inclusion, participation, and autonomy. Relationships were observed among executive and memory demands, sensory and attentional conditions, communication, emotional regulation, educational organization, and participation. In addition, insufficient support was found for considering a universal visual learning style in ASD. Conclusion: It was determined that the neuroeducational perspective made it possible to understand learning through the relationship among individual characteristics, task demands, and teaching conditions, supporting pedagogical decisions adjusted to observable needs.
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