AUTISM SPECTRUM DISORDER (ASD) AND INCLUSIVE PRACTICES IN REGULAR SCHOOLS: A SYSTEMATIC LITERATURE REVIEW

Abstract

Autism Spectrum Disorder is characterized by a set of neurodevelopmental conditions that affect, at different levels, communication, social interaction, and patterns of behavior, interests, and activities. In the Brazilian educational context, the expansion of access for students with Autism Spectrum Disorder to regular schools, ensured by legal frameworks and inclusive public policies, has created new challenges for pedagogical practices and school organization. In this context, the present study aims to analyze, through a systematic literature review, inclusive practices aimed at students with Autism Spectrum Disorder in regular school settings, considering their theoretical foundations, challenges, and contributions to the schooling process. Methodologically, this study consists of a qualitative systematic literature review, conducted through the careful selection of scientific articles, books, and official documents published over in recognized databases in the fields of education and health. The results indicate that inclusive practices based on individualized pedagogical planning, qualified teacher mediation, and collaboration among school, family, and specialized professionals contribute positively to the participation and learning of students with ASD. However, the literature also highlights challenges related to teacher training, the scarcity of resources, and the persistence of exclusionary conceptions. It is concluded that the effective inclusion of students with ASD in regular schools requires institutional commitment, continuing teacher education, and pedagogical practices grounded in equity and respect for diversity.