NEUROSCIENCE AND INCLUSIVE EDUCATION: SCIENTIFIC EVIDENCE FOR COGNITIVE AND SOCIOEMOTIONAL DEVELOPMENT IN AUTISM SPECTRUM DISORDER

Abstract

The increasing prevalence of Autism Spectrum Disorder (ASD) has intensified discussions on inclusive educational practices grounded in scientific evidence. In this context, the integration of neuroscience and education has emerged as a promising field for understanding the learning and developmental processes of students with ASD in school settings. This article aims to analyze, based on contemporary scientific literature, the contributions of neuroscience to the cognitive and socioemotional development of individuals with Autism Spectrum Disorder within the context of inclusive education. This is a qualitative study with an exploratory and descriptive approach, conducted through a systematized literature review of national and international scientific databases. The analysis of the selected studies identified categories related to brain plasticity, mediated learning, emotional regulation, and evidence-based pedagogical strategies. The findings indicate that educational interventions grounded in neuroscientific knowledge contribute to the development of cognitive, social, and emotional skills in students with ASD, promoting more meaningful and inclusive learning processes. It is concluded that the integration of neuroscience and education constitutes an important framework for the development of more effective pedagogical practices in inclusive education, while highlighting the need for specialized teacher training and the expansion of interdisciplinary research in this field.