INCLUSIVE EDUCATION POLICY FOR STUDENTS WITH ASD IN BRAZIL: BETWEEN LEGAL DISCOURSE AND SCHOOL REALITY

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in Brazil has been marked by legal advances and persistent challenges in the daily lives of schools. However, although the 1988 Constitution and subsequent legislation established solid foundations, implementation still faces barriers in infrastructure, teacher training, and institutional practices. At the same time, studies reveal that inclusion becomes viable when there is structured pedagogical support, committed management, and dialogue with families. It follows, therefore, that the future of inclusion depends not solely on the creation of laws, but on the consolidation of already established conditions, ensuring continuity, monitoring, and cultural change so that the right to education translates into a real experience of participation and learning.