Educational inclusion and technologies in the social and cognitive development of students with autism spectrum disorder

This article analyzes educational inclusion and the role of assistive technologies in the social and cognitive development of students with Autism Spectrum Disorder in primary education, from a rights-based, equity-focused, and diversity-inclusive perspective. Inclusive education is understood as a comprehensive process that transcends physical integration in the classroom and promotes flexible, participatory learning environments tailored to individual needs. The study is based on a qualitative and analytical review of scientific literature on inclusive pedagogical strategies, the development of social and cognitive skills, teacher training, and the use of educational technologies. The analysis shows that structured interventions, modeling of social behaviors, strengthening communication, and working on emotional understanding promote social interaction, self-regulation, and active participation among students with autism spectrum disorder. Furthermore, it highlights those assistive technologies facilitate the personalization of content, adaptation to learning paces, sensory regulation, and constant feedback, strengthening autonomy and meaningful learning. Teachers play a central role, as their self-efficacy, ongoing professional development, and willingness to make curricular adaptations directly impact the quality of inclusive practices. Finally, collaboration between school, family, and community is highlighted as a key element for ensuring coherence, educational continuity, and holistic development in primary education. This approach helps guide pedagogical decisions and inclusive educational policies based on evidence and a strong, ongoing institutional commitment.