AUTISM AND INCLUSIVE PEDAGOGICAL PRACTICES IN THE SCHOOL LEARNING PROCESS

Abstract

This article discusses autism and inclusive pedagogical practices in the school learning process, considering that the inclusion of students with Autism Spectrum Disorder (ASD) requires pedagogical organization, supports, and strategies that ensure participation and access to the curriculum. The objective was to analyze normative foundations and academic studies on ASD and inclusion, identifying recurring pedagogical practices associated with school learning. Methodologically, this is a narrative literature review with a qualitative approach, based on the critical reading of legal documents and studies on inclusive education, Specialized Educational Support, and the schooling of students with ASD. The findings indicate that effective inclusion is supported by legal frameworks and complementary services such as Specialized Educational Support, and that practices such as structured routines, visual supports, classroom environment organization, and instructional adaptations frequently appear as strategies to reduce participation barriers. It also showed that implementing these practices depends on teacher training, institutional support, and articulation between curriculum and inclusion. The study concludes that inclusive pedagogical practices, when continuously planned and supported by policies and educational supports, foster more effective school learning and participation for students with ASD.