This study investigates teaching strategies that may later be implemented in engineering programs, in the context of a current interest in increasing inclusion in the classrooms of future professionals. The main objective focuses on analyzing already-used and functional strategies applied in other universities at the international level, to adapt them to engineering programs. A quantitative methodological design was used through the implementation of a Likert scale applied to a sample of 30 students from the Industrial Civil Engineering program at Universidad Arturo Prat. The instrument consisted of 15 statements where respondents expressed agreement, disagreement, or lack of knowledge about the statements presented. The results revealed indications of a high level of acceptance and inclusion within the institution, both among instructors and students, regarding the use of digital tools and support materials for neurodivergent students. However, there are still shortcomings in the adaptation of physical spaces and evaluation models. On the other hand, the results support the need to continue improving classroom environments and assessment methods for students with cognitive diversity, as previous studies highlight the importance of adapting these elements to increase the retention and graduation rates of neurodivergent students. Finally, the field under study still needs to continue growing, and thanks to the current emphasis on inclusion, this progress is achievable. Implementing strategies helps bring visibility to explore new horizons and better prepare educational institutions to face the challenge of diversity within classrooms and even beyond.
Miqueles et al. (Mon,) studied this question.