Education is the basis of society and has evolved as time goes on, it has been possible to see that, with the processes of innovation and updating of knowledge, an attempt is made to limit the existing shortcomings in educational systems, it must also be emphasized that education is a universal right and that each country must provide and enforce this right by providing quality education to each inhabitant. On the other hand, we must understand that there are different qualities and capacities among people, for example, those who have the condition of Autism Spectrum Disorder, they must also have their right to be educated like any other person. Teaching an L2 such as English is an important benefit since we live in times of globalization and it is necessary to expand knowledge to adapt to a society that is constantly changing, however, it can be difficult for children with ASD to develop this ability, it is for this reason that this paper seeks to determine the impact of the TEACCH methodology in the teaching and learning process of the English language in children with Autism Spectrum Disorder, this is why a theoretical-practical methodology has been designed, where Through a review of previous literature, interviews, surveys and an observation guide, it has been possible to determine (as will be seen later) that the use of the TEACCH methodology can significantly favor the teaching-learning process of English in children with the Autism Spectrum Disorder.