Impact of structured routines on academic learning in children with Autism Spectrum Disorder

Abstract

This article analyzes the impact of structured routines on the academic learning of children with Autism Spectrum Disorder (ASD), with emphasis on inclusive educational contexts in the Dominican Republic. Based on a documentary review and the analysis of practical experiences, the study examines how routines help strengthen attention, working memory, and the acquisition of meaningful learning. The research follows a mixed-methods approach, using empirical techniques such as surveys and interviews with families and teachers, as well as classroom observations in a school from district 12-02. Initial findings indicate that, although there is limited family orientation and a low level of specialized knowledge, families show a positive disposition to participate in structured educational strategies. Results also demonstrate that the implementation of routines reduces disruptive behaviors and enhances the organization of the learning environment. It is concluded that educational orientation for families is essential to consolidate these practices, in line with national inclusion policies (MINERD, 2024; Dominican Republic, 2023). The study recommends strengthening family training and support programs in order to ensure sustainable and equitable learning opportunities for children with ASD.