INCLUSIVE PEDAGOGICAL PRACTICES FOR STUDENTS WITH ASD IN ELEMENTARY

Abstract

This work examines pedagogical practices adapted for students with Autism Spectrum Disorder (ASD) in elementary school, highlighting the need for approaches that promote equity and effective engagement. The central objective is to investigate how personalized interventions can mitigate learning barriers, fostering autonomy and social interaction in regular school environments. It adopts a critical perspective on the integration of communicative strategies and technological resources, revealing that such practices not only address the sensory and cognitive particularities of students but also enrich the curriculum for the entire group, as explored by Santos (2024), who emphasizes alternative communication as a transformative axis. The methodology consists of bibliographic research, in which theoretical sources are systematized to build a coherent analytical framework, aligning with the principles outlined by Lakatos and Marconi (2017), who guide the selective selection of materials for in-depth analysis, and Severino (2017), who reinforces the importance of exhaustive review to validate educational arguments. This procedure allows mapping contributions from authors like Mantoan (2015), whose propositions on active inclusion guide the reflection, and Stainback and Stainback (1999), who complement with practical guidance for educators. Thus, the text outlines paths to overcome challenges such as curricular rigidity, proposing that genuine inclusion requires continuous teacher training, resulting in more responsive and equitable Classrooms, where each student's potential unfolds in collective harmony.