CAMINHOS PARA A INCLUSÃO DO EDUCANDO AUTISTA: PRÁTICAS, DESAFIOS E POSSIBILIDADES NO ENSINO E APRENDIZAGEM

This study addresses the challenges and possibilities of school inclusion for students with Autism Spectrum Disorder (ASD) in regular education, examining pedagogical practices, intervention methods, and institutional factors that influence teaching and learning. It aims to understand pathways that support the participation of autistic learners, identify pedagogical strategies used in basic education, and discuss the conditions that enable or hinder effective inclusion. This is a qualitative literature review that analyzed studies published between 2020 and 2025 on ASD, structured teaching, visual supports, ABA, IEP, and inclusive policies. The results show that inclusion depends on understanding the characteristics of the spectrum, adopting structured methodologies, and organizing predictable environments, as well as strengthening teacher training and individualized planning. Findings also indicate that evidence-based practices such as visual supports, structured teaching, and collaboratively planned interventions enhance engagement, autonomy, and learning. The study concludes that inclusion becomes effective when aligned with legal frameworks, institutional commitment, and pedagogical transformation, emphasizing the need for continuing teacher education, multiprofessional support, and adequate working conditions.