AUTISM, SCHOOL INCLUSION AND PEDAGOGICAL PRACTICES: BETWEEN UNDERSTANDING DEVELOPMENT AND BUILDING EDUCATIONAL RESPONSES

Abstract

This article discusses the schooling of students with Autism Spectrum Disorder (ASD), considering the understanding of development, comprehensive care and pedagogical choices made in everyday school life. The qualitative study is based on bibliographic and documentary research and examines contributions related to autism, inclusion and educational practices. The discussion shows that enrollment in mainstream education, although essential, does not by itself ensure an inclusive school experience. Student participation depends on planning, continuous follow-up and recognition of different ways of communicating, interacting and learning. The study also emphasizes the need to bring scientific knowledge closer to teachers' everyday realities, avoiding both the automatic application of methods and pedagogical decisions detached from clear objectives. It argues for practices built from careful observation of the student and continuous assessment of the educational responses provided by the school, with attention to participation, learning and autonomy.