DISTANCE EDUCATION AND FLEXIBILITY: ONLINE TEACHING MODELS THAT FACILITATE THE LEARNING OF STUDENTS WITH AUTISM

Abstract

The purpose of this investigation is to investigate the effect of distance education on the learning of students with autism, emphasizing both its advantages and limitations. The methodological approach includes a review of the existing literature, interviews with educators and the analysis of practical cases, which enable a detailed understanding of the experiences of students and education professionals. The main findings demonstrate that distance education provides flexibility and adapted teaching, in addition to creating customizable learning environments and facilitating the use of alternative and augmentative communication software. Additionally, collaboration between specialists and the inclusion of a multidisciplinary team emerges as a favorable factor for the student's progress. The most significant findings underscore the relevance of universal design for learning, as well as the need for individualized support and family involvement, which are essential to overcome the obstacles associated with distance education. While this type of teaching has benefits, such as access to a variety of resources and the option of a more comfortable environment, it is crucial to also recognize the limitations that can interfere with learning, including the scarcity of face-to-face interactions and technological barriers. The research recommends the continuation of studies that investigate future perspectives, with the aim of developing recommendations that ensure an effective and inclusive educational environment for all students with autism.