La inclusión escolar del educando con TEA desde la concepción histórico-cultural de Vygotsky

La inclusion de los educandos con Trastornos del Espectro Autista (TEA) demanda teorias y estrategias educativas que permitan responder de manera integral a sus necesidades de aprendizaje y motivaciones fundamentales, de lo contrario se termina obstaculizando su desarrollo cognitivo, emocional y volitivo. El objetivo de este articulo es subrayar los aportes de Vigotsky, L. S. a la educacion y problematizar con las concepciones educativas actuales que aun continuan anquilosadas a una vision fatalista del desarrollo. Se espera que la discusion de estos postulados sirva de directriz para el diseno e implementacion de actividades sistematicas en las escuelas inclusivas, orientadas a dar respuesta a los retos de explicacion y comprension que plantea el TEA. Palabras clave: Vigotsky, autismo, educacion inclusiva, teoria sociohistorica.   ABSTRACT The inclusion of students with Autism Spectrum Disorders demands educational theories and strategies that allow a comprehensive response to their learning needs and fundamental motivations, otherwise it ends up hindering their cognitive, emotional and volitional development. The objective of this article is to underline the contributions of L. S. Vigotsky to education and to problematize with the current educational conceptions that still remain stagnant to a fatalistic vision of development. The discussion of these postulates is expected to serve as a guideline for the design and implementation of systematic activities in inclusive schools, aimed at responding to the challenges of explanation and understanding posed by autism. Keywords: Vigotsky, autism, inclusive education, sociohistorical theory.