EDUCATIONAL INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER IN THE CONTEXT OF PROFESSIONAL, SCIENTIFIC, AND TECHNOLOGICAL EDUCATION

Abstract

This article presents a systematic review aimed at understanding how scientific literature addresses the process of educational inclusion for students with Autism Spectrum Disorder (ASD) within Professional, Scientific, and Technological Education (EPT) —specifically in integrated technical high school programs offered by Federal Institutes (IFs) in Brazil. The research is grounded in a qualitative, exploratory approach and was conducted in accordance with the PRISMA 2020 protocol. Eight open-access, peer-reviewed articles published between 2020 and 2025 that directly address the inclusion of students with ASD in EPT were analyzed. The collected data reveal that, despite regulatory advancements and the existence of structures such as Support Centers for People with Special Needs (NAPNEs), significant barriers to effective inclusion remain—including inadequate teacher training, weaknesses in curricular adaptation, and precarious inclusive pedagogical practices. Successful initiatives, while significant, are isolated and lack institutional coordination. The study concludes that it is necessary to strengthen inclusive public policies, invest in the continuing education of education professionals, and foster pedagogical practices centered on the specific needs of autistic students, so that inclusion may be consolidated in an equitable, democratic, and transformative manner within the EPT system.