EDUCAÇÃO INCLUSIVA E AUTORREGULAÇÃO DA APRENDIZAGEM

This article addresses inclusive pedagogical practices aimed at students with Autism Spectrum Disorder (ASD), emphasizing the importance of self-regulated learning to promote autonomy, engagement, and holistic development. The bibliographic research analyzes concepts of school inclusion, ASD characteristics, and individualized pedagogical strategies, including the use of assistive technologies, classroom organization, family involvement, and multidisciplinary collaboration. The findings indicate that, despite challenges such as insufficient teacher training, structural barriers, and cultural resistance, the adoption of well-planned inclusive practices contributes to students’ academic and socio-emotional success. It is concluded that effective school inclusion relies on pedagogical planning, continuous teacher training, adapted resources, and the promotion of self-regulation, consolidating education as a universal right and a tool for equity and social justice.