Early detection in ASD: shifting from deficit to social and educational inclusion

Abstract

This reflective article critically examines the predominant approaches to Autism Spectrum Disorder (ASD) by 2025, aiming to assess whether deficit-centered perspectives persist or whether there has been a successful transition toward social and educational inclusion models based on the neurodiversity paradigm. To achieve this, a systematic review of 60 scientific studies was conducted, including recent research (2023-2025), utilizing a methodology that combined documentary analysis, critical evaluation of specialized literature, and synthesis of empirical evidence. The results demonstrate significant advances in the neurobiological understanding of ASD, particularly in the identification of genetic markers and differential neurocognitive characteristics. However, critical gaps persist between theoretical knowledge and practical application, especially in the Colombian context, where limitations are observed in access to timely diagnoses (average delay of 18 months) and the implementation of effective educational adaptations (only 34% of institutions properly apply Individualized Reasonable Adjustment Plans [PIAR]). The article proposes neuropsychopedagogy-based strategies to promote inclusive educational models, emphasizing: 1) the design of individualized plans with a neurodiverse approach, 2) specialized teacher training, and 3) the development of public policies that ensure a transition from an assistance-based model to one of real inclusion. These findings highlight the need to align scientific advancements with practical interventions that address the specific needs of individuals with ASD and their families.