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espanolEl sistema educativo permite que alumnos con necesidades educativas especiales que tienen el diagnostico de Trastorno del Espectro Autista puedan beneficiarse de la escolarizacion tanto en un colegio ordinario como en un colegio de educacion especial. Sin embargo, la comunidad cientifica considera que las personas con TEA pueden presentar diferentes niveles de severidad que determinan la adaptacion al centro educativo. El presente articulo pretende analizar las diferencias en el tipo de TEA, la gravedad del TEA, la gravedad de la discapacidad intelectual y el nivel de supervision; comunicacion social; y comportamiento repetitivo en funcion del contexto educativo al que pertenece una muestra de 232 personas con TEA entre 3 y 63 anos de edad. En el presente estudio se emplearon el Cuestionario de comunicacion social, Repetitive Behavior Scale-Revised y el Inventory for Client and Agency Planning. Los resultados indican que los colegios de educacion especial presentan alumnos con mayor gravedad de los sintomas TEA, gravedad de la discapacidad intelectual, conductas estereotipadas, autolesiones, problemas de comunicacion y mayores niveles de supervision en el aula. Estos resultados tienen repercusiones en el sistema educativo. EnglishThe educational system allows students with special educational needs who are diagnosed with Autism Spectrum Disorder to benefit from schooling in both an ordinary school and a special education school. However, the scientific community considers that people with ASD may present different levels of severity that determine the adaptation to the educational center. This article aims to analyze the differences according to the educational context in the type of ASD, the severity of the ASD, the severity of the intellectual disability and the level of supervision; social communication; and repetitive behavior of a sample of 232 people with ASD between 3 and 63 years old. In the present study, the Social Communication Questionnaire, Repetitive Behavior Scale-Revised and the Inventory for Client and Agency Planning were used. The results indicate that special education schools have students with more serious symptoms of ASD, severity of intellectual disability, stereotyped behaviors, selfharm, communication problems and higher levels of supervision in the classroom. These results have repercussions in the education system.

Diferencias en la gravedad de los síntomas del Trastorno del Espectro Autista según el contexto educativo