EDUCACIÓN INCLUSIVA EN EL ALUMNADO CON TEA: UNA REVISIÓN SISTEMÁTICA DE LA INVESTIGACIÓN.

This systematic review focuses on highlighting those barriers and facilitators that currently, according to different studies that had been carried out, are in the process of educational inclusion in students with ASD. For this, 24 articles have been analysed, taking into account the voices of those mainly involved in this issue: families, different educational professionals and the students themselves. In this way, the found results will be exposed not only according to how they promote or hinder the process of inclusive education, but also according to the perspective of the different voices; showing the meeting points between these, as well as the possible discrepancies. Finally, a serie of conclusions derived from the results will be presented, which will show how far we still are from seeing this right satisfied. At the same time, and through the identification of certain key barriers, a series of action guidelines will also be thrown in order to promote a reflexion that could lead to decrease the gap between what is said to be done and what is finally carried out. [ABSTRACT FROM AUTHOR]