TÍTULO ACCESSIBILITY IN THE EDUCATION OF AUTISTIC STUDENTS: DIALOGUES BETWEEN CULTURAL-HISTORICAL THEORY AND CRITICAL AUTISM STUDIES

Abstract

This article examines the concept of accessibility in basic education, focusing on the inclusion of autistic students, through a dialogue between Cultural-Historical Theory and Critical Autism Studies. The study aims to analyze how educational accessibility has been constructed in recent scientific literature, questioning deficit-based and biomedical approaches. Methodologically, a narrative literature review was conducted using the CAPES Periodicals Portal, covering publications from 2020 to 2025 and employing descriptors related to accessibility and basic education. The results show that accessibility is understood as a political-pedagogical principle that encompasses legal, institutional, formative, and pedagogical dimensions, going beyond a narrow focus on physical barriers. Four main thematic axes emerged: accessibility as a right, expanded dimensions of accessibility, teacher education as a condition for its implementation, and accessibility as a social and collective experience. The discussion highlights theoretical convergences between the adopted frameworks, emphasizing the shift from individual adjustment to the transformation of educational environments and mediations. The study concludes that accessibility should be conceived as an ethical, political, and relational category, essential for inclusive practices that recognize autism as a legitimate expression of human diversity and foster meaningful participation, learning, and development in school contexts.