PEDAGOGICAL PRACTICES WITH STUDENTS WITH ASD: BETWEEN ADAPTATION AND THE EFFECTIVE IMPLEMENTATION OF SCHOOL INCLUSION IN REGULAR EDUCATION SCHOOLS

Abstract

This study aims to analyze pedagogical practices aimed at the inclusion of students with Autism Spectrum Disorder (ASD) in the context of regular education schools, considering the challenges and possibilities between adaptation and the effective implementation of school inclusion. It is a qualitative study developed through a literature review, based on academic productions that address inclusive education, teacher training, and pedagogical strategies applied to teaching students with ASD. The analysis showed that, although there have been advances in access to schooling for these students, difficulties still persist regarding the implementation of effective pedagogical practices, teacher preparation, and the structural conditions of educational institutions. It was found that curriculum adaptation, the use of active methodologies, the use of pedagogical resources and assistive technologies, as well as teacher mediation, are essential elements for promoting inclusion. It is concluded that the effective implementation of school inclusion depends on a set of factors involving intentional pedagogical practices, continuous teacher training, and institutional commitment, making it necessary to advance in the construction of an education system that ensures not only access but also participation and meaningful learning for all students.