PEDAGOGICAL MEDIATION: BETWEEN INCLUSION AND ISOLATION IN THE INTERACTIONS OF STUDENTS WITH AUTISM SPECTRUM DISORDER IN THE REGULAR CLASSROOM

Abstract

This study investigates pedagogical mediation within the interactions of students with Autism Spectrum Disorder (ASD) in general education classrooms. It examines how support in a regular classroom setting can foster inclusion, prevent isolation, and strengthen bonds with the classroom teacher and peers. In light of this, the article aims to analyze how school-based mediation can be structured within the general classroom to ensure the effective inclusion of students with ASD, thereby mitigating the risk of social barriers that might hinder interaction with classmates and the teacher. Methodologically, this is a qualitative study—specifically a bibliographic and documentary review—grounded in an integrative review of recent literature and the regulatory frameworks for inclusive education. The findings indicate that effective school inclusion requires moving beyond mere physical presence or the isolated work of a support professional. In this process, "co-teaching"—characterized by shared planning, instruction, and assessment between the classroom teacher and a specialist—emerges as a central pillar for integrating pedagogical practice. This approach is facilitated by the intentional use of resources such as visual schedules, sequential routines (the TEACCH method), sensory self-regulation spaces, pictograms, Augmentative and Alternative Communication (AAC) boards, tablets, speech-generating applications, "Social Stories," cooperative games, and manipulative materials. Furthermore, the process involves the collaborative development of an Individualized Development Plan (IDP) and coordination with Specialized Educational Services (SES) provided in multifunctional resource rooms. It is concluded that the social withdrawal of a student with ASD does not stem from intrinsic biological limitations, but rather from a lack of mediation and appropriate adjustments within the school environment; therefore, collaborative work and the adaptation of teaching practices ensure effective inclusion—one grounded in learning, social interaction, and respect for each student’s unique characteristics.