INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER: CHALLENGES AND POSSIBILITIES IN TEACHERS’ PEDAGOGICAL PRACTICE

Abstract

This article aims to reflect on the challenges and possibilities of including students with Autism Spectrum Disorder (ASD) in the school environment, focusing on teachers' pedagogical practices. The research, of qualitative and bibliographic nature, was based on recent and relevant academic works that address the topics of inclusion, teacher education, and public educational policies for students with disabilities. The findings reveal that, despite legal and conceptual advances, the inclusion of students with ASD still faces significant obstacles, such as insufficient teacher training, lack of didactic and human resources, and institutional unpreparedness to deal with diversity. On the other hand, successful experiences were also identified, demonstrating the power of listening, creativity, and collaborative work as pathways to more inclusive and humanized education. It is concluded that the effective inclusion of students with ASD requires a continuous and collective commitment, grounded in the respect for singularities, in the sensitive training of educators, and in the construction of accessible, affective, and welcoming school environments.