This article investigates the relationship between cognitive development and Autism Spectrum Disorder (ASD), focusing on the application of cognitive restructuring to enhance social skills. The study, exploratory and descriptive in nature, used a qualitative approach, analysing three bibliographic articles published between 2019 and 2025. The research addresses ASD, defined by the DSM-5 (2022) as a condition with deficits in communication, social interaction and patterns of restrictive and repetitive behaviours. Cognitive rigidity, one of the characteristics of ASD, affects thought flexibility and adaptation to new situations, creating interpersonal and learning challenges. In this context, the study highlights the importance of cognitive restructuring to expand thought flexibility and adaptive skills. The research also explores Social Skills Training (SST) as a complementary strategy, as the autistic brain has the ability to focus on details and organise ideas through images, which can be used educationally. The study results show that the integration of cognitive restructuring and social skills training is a promising way to enhance autonomy, learning and the quality of life for people with ASD.

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En un mundo que se urbaniza rápidamente, la señalética accesible y la comunicación aumentativa se convierten en herramientas vitales para crear ciudades que incluyan a todos, sin importar discapacidades visuales, cognitivas o motoras. Este artículo examina cómo estas prácticas se integran en obras públicas, promoviendo una alfabetización comunicativa que empodera a personas marginadas para navegar y participar en el espacio urbano. A través de una revisión sistemática de estudios recientes, se analizan diseños de señales para adultos mayores en hospitales, donde tamaño y contraste mejoran comprensión y reducen confusiones. Se aborda el uso de pictogramas en emergencias como el Covid-19, con colocación estratégica y gráficos coloridos transmitiendo prevención efectivamente. Se destaca el seguimiento ocular en construcciones, mostrando colores intensos y formas simples optimizando retención y minimizando riesgos. Además, se discute marcos inclusivos que abarcan diversidad cultural y equidad, inspirados en auditorías de entornos construidos para diseño universal. El autor opina que estas innovaciones no solo evitan accidentes, sino que fortalecen lazos sociales al hacer urbes empáticas. Finalmente, se proponen políticas urbanas enfocadas en sostenibilidad e inclusión, transformando obras públicas en conectores hacia sociedades justas.

Introduction: The aim of this research was to establish a connection between linguistic comprehension and expression in fluent bilingual aphasic patients, in order to understand the alterations that occur in languages and how their use and management are affected. Methodology: A descriptive and systematic literature review was conducted, compiling studies published in the last 10 years in specialized databases (PubMed, SciELO, Cochrane Library, BEIC, Google Scholar). Articles in Spanish and English were selected, focusing on bilingual adults (aged 18-75) with fluent aphasia. Rigorous inclusion and exclusion criteria were applied to ensure the relevance and methodological quality of the studies analyzed. Results: The findings show that bilinguals with fluent aphasia have significant impairments in language comprehension and production, especially in the non-dominant language. It was observed that the severity and pattern of impairment vary according to the type of bilingualism, the age of language acquisition, and the executive control required to switch between languages. In addition, the usual diagnostic tools for monolinguals are insufficient for evaluating bilinguals. Discussion/Conclusion: It is concluded that fluent aphasia in bilingual patients requires a differentiated approach that considers sociolinguistic contexts and individual cognitive mechanisms. It is essential to adapt evaluation and rehabilitation strategies to optimize the recovery and communicative wellness of this group.

Workplace mistreatment of women has become one of the most persistent and normalized forms of structural violence within the Colombian corporate environment. This article presents the findings of a study conducted in a specific business setting in the city of Bogotá, aimed at identifying, characterizing, and proposing intervention strategies to address this issue. Through the application of information-gathering tools on a representative sample of female workers from various sectors, and using comparative data analysis, the study reveals multiple forms of workplace mistreatment. These include psychological harassment, gender discrimination, work overload, the invisibilization of achievements, and exclusion from promotion opportunities. Such forms of violence directly affect women’s dignity, mental health, and productivity, perpetuating conditions of inequality and vulnerability in the workplace. The study’s findings indicate a high prevalence of workplace mistreatment of women in the analyzed contexts, highlighting the urgent need to design and implement clear institutional policies against harassment and gender-based violence. Proposed strategies include the creation of effective reporting and sanctioning mechanisms, gender-sensitive training programs—especially for managerial and leadership personnel—wage audits to promote economic equity, and the strengthening of psychosocial and legal support services for victims. This article seeks to contribute to the understanding of workplace violence dynamics faced by women in Colombia and proposes concrete actions to transform workplaces into safe, equitable, and respectful environments. Eradicating workplace mistreatment is not only a matter of social justice but also a fundamental condition for the ethical and sustainable development of organizations and society as a whole.

This article examines the growing inclusion of autistic students in regular educational settings, highlighting the challenges and opportunities this process brings to pedagogical practice. The inclusion of these students requires differentiated and adaptive pedagogical practices, due to the difficulties educators face in managing classroom crises and addressing the individual needs of each student. The study emphasizes that all students have the right to be attended to in their uniqueness, requiring schools and educators to adopt an approach centered on respect for diversity. Although challenging, the inclusion of autistic students is presented as beneficial for all involved, fostering a more empathetic understanding of human differences among teachers, peers, and families. The article underscores the importance of the school staff remaining open to continuous learning and emphasizes that early diagnosis of autism is crucial for developing effective pedagogical strategies. Collaborative contact with the student's family and the support of specialized professionals are essential to creating an inclusive environment. Furthermore, raising awareness among school staff and the constant exchange of experiences between teachers are highlighted as key practices for successful inclusion. This research thus contributes to the debate on the need for adaptations and differentiated strategies that promote effective inclusion, ensuring a quality and equitable education for all students.