INCLUSIVE EDUCATION POLICIES AND LITERACY OF STUDENTS WITH AUTISM SPECTRUM DISORDER: BETWEEN THE GUARANTEE OF THE RIGHT AND THE EFFECTIVE REALIZATION OF LEARNING

Abstract

This article analyzes Brazilian inclusive education policies and their implications for the literacy of students with Autism Spectrum Disorder (ASD). The qualitative investigation is characterized as bibliographic and documentary research, based on educational regulations and studies published between 2008 and 2026. The analysis was organized into four axes: legal guarantee of the right to education; specific aspects of reading and writing processes; organization of pedagogical support; and institutional conditions for policy implementation. The results indicate that the Brazilian regulatory framework has advanced by ensuring enrollment in regular classes, accessibility, Specialized Educational Assistance, individualized planning, and a support professional when necessary. However, the effective realization of this right still faces barriers related to teacher education, coordination between the regular classroom and specialized educational assistance, assessment that is insufficiently sensitive to the student profile, and the limited translation of legal guidelines into systematic, meaningful, and accessible literacy practices. It is concluded that inclusion cannot be measured solely by access to school: it requires participation, permanence, and learning, with collaborative planning, continuous assessment, and flexible strategies integrating phonological awareness, reading comprehension, communication, visual resources, and multisensory experiences.