Modelos de educación inclusiva para estudiantes neurodivergentes
| Pages | 1-6 |
| Date | 01 July 2025 |
| Published date | 01 July 2025 |
| Author | Adriana Margarita Sanchez Caicedo ,Orlando Vinicio López Moyano ,Paulina Iveth Vizcaíno Zúñiga |
| Subject Matter | Social Sciences |
1
REVISTA INVECOM “Estudios transdisciplinarios en comunicación y sociedad” / ISSN 2739-0063 /
www.revistainvecom.org Vol. 5, # 3, 2025. Licencia CC BY. Modelos de educación inclusiva para
estudiantes neurodivergentes. Adriana Margarita Sanchez Caicedo, Orlando Vinicio López Moyano y
Paulina Iveth Vizcaíno Zúñiga.
Modelos de educación inclusiva para estudiantes
neurodivergentes
Inclusive education models for neurodivergent students
Adriana Margarita Sanchez Caicedo
https://orcid.org/0000-0002-1054-9756
asanchezc4@unemi.edu.ec
Universidad Estatal de Milagro. Milagro – Ecuador.
Orlando Vinicio López Moyano
https://orcid.org/0000-0001-7807-7604
lopezvinicio91@gmail.com
Universidad Indoamérica. Ambato – Ecuador.
Paulina Iveth Vizcaíno Zúñiga
https://orcid.org/0009-0001-9418-8707
pvizcaino08@gmail.com
Investigador independiente. Quito – Ecuador.
RESUMEN
La presente investigación analiza la relación entre los modelos de educación inclusiva y el desarrollo educativo y social de
estudiantes neurodivergentes, abordando tanto sus fortalezas como las áreas de mejora. A pesar de los avances logrados,
persisten problemáticas relacionadas con una implementación desigual, la falta de formación docente especializad a y recursos
insuficientes. Estas limitac iones afectan directamente la ex periencia inclusiva de los estudiantes, especialmente en el ámbito
social. El objetivo del estudio fue explorar cómo los modelos inclusivos impactan en el desarrollo de los estudiantes
neurodivergentes, identificando prácticas efectivas y aspectos críticos que requieren intervención. Se desarrolló bajo un enfoque
mixto, integrando elementos tanto cuantitativos como cualitativos para obtener una comprensión más completa sobre la
influencia de los modelo s de educación inclusiva en el desarrollo educativo y social de los estudiantes neurodivergentes. Los
resultados revelaron que la accesibilidad y apoyo educativo son la dimensión mejor valorada, con estudiantes que reconocen
el esfuerzo docente y el uso de recursos adaptados. Sin embargo, la integración social obtuvo el puntaje más bajo, mostrando
una necesidad urgente de estrategias que fortalezcan la interacción entre compañeros. Los modelos inclusivos deben combinar
recursos pedagógicos efectivos con acciones concretas para promover un entorno social más inclusivo. Además, es crucial que
los sistemas educativos impulsen políticas que faciliten la formación docente, eliminen barreras estructurales y promuevan un
cambio cultural hacia una verdadera inclusión.
Palabras claves: educación inclusiva, neurodivergencia, integración social
Recibido: 04-10-24 - Aceptado: 02-12-24
ABSTRACT
This research analyzes the relationship between inclusive education models and the educational and social development of
neurodivergent students, addressing bo th their strengths and areas for improvement. Despite the progress achieved, problems
related to uneven implementation, lack of specialized teacher training and insufficient resources persist. These limita tions
directly affect th e inclusive experience of students, especially in the social sphere. The aim of the study was to explore how
inclusive models impact the development of neurodivergent students, identifying effective practices and critical aspects that
require intervention. It was developed under a mixed approach, integrating both quantitative and qualitative elements to obtain
a more complete understanding of the influence of inclusive education models on the educational and social development o f
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