AUTISM AND INCLUSIVE EDUCATION

Abstract

This study aims to reflect on Autism Spectrum Disorder (ASD) and the main challenges faced in the context of inclusive education. The research, of a bibliographic and descriptive nature, is based on scientific articles, books, and documents that discuss autism and pedagogical practices aimed at school inclusion. The analysis shows that the diversity of ASD manifestations, difficulties in communication, social interaction, and atypical sensory behaviors are some of the main obstacles to learning. The importance of teacher training, curriculum adaptation, the organization of the school environment, and collaborative work between teachers, families, and the multidisciplinary team is also highlighted. It concludes that promoting the inclusion of autistic students requires institutional commitment, personalized pedagogical strategies, and effective public policies, guaranteeing the full development and participation of these students.