STRATEGIES AND CHALLENGES IN THE INCLUSION OF STUDENTS WITH ASD IN REGULAR EDUCATION

Abstract

This article aimed to analyze the main strategies and challenges faced by teachers in the inclusion of students with Autism Spectrum Disorder (ASD) in regular education. Methodologically, it is a bibliographic and qualitative research, based on authors such as Mantoan (2015), Cunha (2019), Amaral (2018), Bosa (2016), and Oliveira (2020), who discuss the role of the school and teachers in building inclusive pedagogical practices. The bibliographic survey covered studies published between 2015 and 2024, analyzed through content analysis as proposed by Bardin (2016). The results indicate that the inclusion of students with ASD requires not only curricular adaptations but also sensitivity, continuous teacher training, and institutional support. It was found that affectivity, collaborative work, and the use of assistive technologies are decisive factors for the development of autonomy and learning of students with ASD. It is concluded that true inclusion goes beyond enrollment: it demands ethical commitment, appreciation of diversity, and transformation of school culture towards a more human and equitable education.