SCHOOL INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER IN PEDAGOGICAL PRACTICE: AN ANALYSIS OF THE ROLE OF THE TEACHER AND SCHOOL MANAGEMENT

Abstract

Introduction: The school inclusion of students with Autism Spectrum Disorder (ASD) poses a challenge for Brazilian education, as access to mainstream schools does not, in itself, guarantee participation, learning, and development. Effective inclusion requires flexible pedagogical practices, teacher training, adequate resources, family involvement, and an institutional structure committed to diversity. Research Problem: How is the school inclusion of students with ASD realized in pedagogical practice, and what contributions do teachers and school management make to its implementation? Methodology: This is a qualitative study of a bibliographic and analytical nature, developed through a critical reading and comparative analysis of studies by Melo, Fernandes, and Ferreira (2022) and Silva and Milan (2023), seeking to identify commonalities and contributions to the understanding of school inclusion. Rationale: The study is justified by the need to understand inclusion beyond mere enrollment, considering the concrete conditions that foster the participation and learning of students with ASD. In this context, the importance of continuing education, methodological flexibility, and collaborative work is highlighted. Objectives: To understand how the school inclusion of students with ASD is realized in pedagogical practice, discussing the teacher's role, the importance of teacher training, the contribution of school management, and the converging elements identified in the selected studies. Results: The results demonstrated that inclusion depends on intentional, flexible pedagogical practices adapted to students' individual needs. Teachers play a central role as learning mediators, while continuing education enhances their professional capabilities. School management contributes by promoting collective planning, training, and coordination among professionals, families, and Specialized Educational Services, in addition to ensuring institutional conditions favorable to inclusion. Conclusion: It is concluded that effective school inclusion results from the coordination of teacher training, flexible pedagogical practices, committed school management, and collaborative work. Inclusion is a shared institutional responsibility; it is essential to build a school culture that recognizes the potential of students with ASD and fosters their learning and participation.