•    Problems: A little over a decade ago, the World Health Organization (WHO) issued a warning regarding the increasing number of autism diagnoses. At the time, some experts even raised the possibility of an impending pandemic. The term “autism” was largely confined to specialized professional circles, while public perception often linked it to individuals incapable of independent living or effective communication. Since then, the landscape has evolved significantly; however, numerous aspects remain to be clarified and thoroughly understood.
•    Objectives: This work aims to systematize the historical evolution of scientific theories concerning autism within the medical and educational fields, analyzing the principal paradigms that have shaped understanding in these domains. Additionally, it seeks to compile data on the global historical prevalence of Autism Spectrum Disorder (ASD), and to document practical experiences related to the development of communicative competencies in children with ASD, with an emphasis on educational environments, particularly within the Cuban context.
•    Methodology: A comprehensive literature review was conducted to gather and synthesize relevant information. 
•    Results and Discussion: The primary outcome of this study is the development of a monograph that provides a synthesized analysis of current challenges associated with achieving effective treatment and the social inclusion of children with ASD. This synthesis adopts a multilateral perspective that integrates medical, educational, and sociocultural dimensions.
•    Conclusions: It is imperative to recognize ASD as a complex and heterogeneous neurodevelopmental condition that manifests uniquely in each individual. Early diagnosis and intervention are crucial for favorable developmental outcomes in autistic children, with family involvement playing a central role. ASD presents specific challenges within educational settings, whether in specialized institutions or inclusive general education contexts. To foster communicative development in children with ASD, pedagogical strategies must be tailored to the diverse needs of this population, promoting autonomy and meaningful inclusion across various social environments.