https://sloap.org/journal/index.php/ijhms <p style="text-align: justify;"><strong>IJHMS </strong>is published in English and it is open to authors around the world regardless of the nationality. The frequency or number of issues per year is continous.<br />ISSN 2632-9433</p> en-US <p>Articles published in the International Journal of Health &amp; Medical Sciences (<strong>IJHMS</strong>) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (<a href="https://creativecommons.org/licenses/by-nc-nd/4.0/" target="_blank" rel="noopener">CC BY-NC-ND 4.0</a>). Authors retain copyright in their work and grant <strong>IJHMS&nbsp;</strong>right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.</p> <p>Articles published in <strong>IJHMS&nbsp;</strong>can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (<em>e.g., post it to an institutional repository or publish it in a book</em>), with an acknowledgment of its initial publication in this journal.</p> ijhms@sloap.org (Prof. Tihnov Koldoris) support@sloap.org (Vedran Vucic) Mon, 30 Jun 2025 00:00:00 +0000 OJS 3.2.1.1 http://blogs.law.harvard.edu/tech/rss 60 https://sloap.org/journal/index.php/ijhms/article/view/2381 <p>This article investigates the influence of autism on school development, addressing both the challenges and opportunities that Autism presents in the field of academic performance and the relevance of the interaction between education. Through a theoretical review and qualitative research, the characteristics of autism and its effect on teachers and families are examined to promote inclusion. The main objective is to analyze the influence of autism on school development, identifying the challenges that students face and intervention strategies that promote their inclusion and academic performance. The methodology used included semi-structured interviews, participant observation, and analysis of school documents, which made it possible to comprehensively capture the experiences and needs of the different actors involved. The results reveal that, although ASD brings with it difficulties in communication, socialization, and curricular adaptation, the implementation of inclusive pedagogical strategies, such as Universal Design for Learning, together with strengthening communication between home and school, can significantly improve the integration and academic performance of students with autism. In addition, recommendations are presented aimed at teacher training, the adaptation of resources, and the personalization of learning, with the aim of optimizing the educational environment for this population.</p> Luis Antonio Candela-Quintana, Juana Maricela Quintana-Loor, Douglas Alexi Alcívar García Copyright (c) 2025 International journal of health & medical sciences http://creativecommons.org/licenses/by-nc-nd/4.0 https://sloap.org/journal/index.php/ijhms/article/view/2381 Wed, 09 Apr 2025 00:00:00 +0000