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PERSPECTIVE article

Front. Hum. Neurosci.
Sec. Cognitive Neuroscience
Volume 18 - 2024 | doi: 10.3389/fnhum.2024.1493863
This article is part of the Research Topic The use of video games and other technologies as intervention tools in neurodevelopmental disorders: perspectives and challenges View all articles

Autism and neurodiversity: post-cognitivist foundations of 3E for educational inclusion with technologies

Provisionally accepted
Ronnie Alejandro Videla Ronnie Alejandro Videla 1,2*Maybritt Aros Maybritt Aros 3Francisco J. Parada Francisco J. Parada 4Leonie Kausel Leonie Kausel 4Eduardo Sandoval- Obando Eduardo Sandoval- Obando 5Daniela Jorquera Daniela Jorquera 3David Ibacache David Ibacache 1Sebastián Maluenda Sebastián Maluenda 6Pablo Rodríguez- Herrero Pablo Rodríguez- Herrero 7Carola Cerpa Carola Cerpa 3María Jesús González María Jesús González 3Marcelo Chávez Marcelo Chávez 8
  • 1 Facultad de Educación, Universidad Santo Tomás, Santiago, Santiago Metropolitan Region (RM), Chile
  • 2 INNOVA STEAM LAB, La Serena, Chile
  • 3 Catholic University of the North, Coquimbo, Coquimbo, Chile
  • 4 Centro de Estudios en Neurociencia y Neuropsicología Humana, Facultad de Psicología, Universidad Diego Portales, Santiago, Santiago Metropolitan Region (RM), Chile
  • 5 Autonomous University of Chile, Santiago, Santiago Metropolitan Region (RM), Chile
  • 6 University of La Serena, La Serena, IV Coquimbo Region, Chile
  • 7 Autonomous University of Madrid, Madrid, Madrid, Spain
  • 8 FABLAB Universidad de La Serena, Chile, Chile

The final, formatted version of the article will be published soon.

    The concept of neurodiversity has gained strength in the last years to highlight the value of individual differences based on relevant variations in brain functioning. Inclusive education has embraced neurodiversity to promote a culture centered on valuing diversity, in response to clinical models based on deficits or disorders. This theoretical-critical article argues for the need to complement the current foundations of neurodiversity with post-cognitivist perspectives that reaffirm the brain-body-environment continuum, in order to enrich inclusive educational practices for autistic individuals. We begin by reviewing and discussing the concept of neurodiversity and neurocentric arguments in light of post-cognitivism. We then explore the potential of the 3E Cognition approach (embodied, enacted, and environmentally scaffolded) for addressing autism, aiming to provide a holistic understanding that contributes to the practical application of cognitive neuroscience findings in inclusive education. Finally, we present some guidelines and practical cases for creating inclusive educational environments based on digital technologies that enhance agency and sensory multimodality for autistic students.

    Keywords: neurodiversity, autism, post-cognitivism, 3E approach, Inclusive education, technology educative, smart devices, virtual reality

    Received: 09 Sep 2024; Accepted: 30 Dec 2024.

    Copyright: © 2024 Videla, Aros, Parada, Kausel, Sandoval- Obando, Jorquera, Ibacache, Maluenda, Rodríguez- Herrero, Cerpa, Jesús González and Chávez. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Ronnie Alejandro Videla, Facultad de Educación, Universidad Santo Tomás, Santiago, Santiago Metropolitan Region (RM), Chile

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.