SCHOOL INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER: CHALLENGES AND PEDAGOGICAL PRACTICES IN A PUBLIC SCHOOL IN RIO GRANDE DO NORTE

Abstract

The consolidation of inclusive education in Brazilian public schools represents one of the greatest challenges of contemporary educational policies, especially considering the growing number of students with Autism Spectrum Disorder (ASD) enrolled in regular classrooms. Although legal advances have expanded access to education for these students, effective inclusion still faces obstacles related to teacher training, pedagogical organization, curricular adaptations, and the strengthening of support networks among schools, families, and specialized professionals. This study aims to analyze the challenges faced by teachers and the pedagogical practices developed during the inclusion process of a student with ASD enrolled at Escola Estadual Maria Cristina, located in Parnamirim, Rio Grande do Norte, Brazil. This qualitative research is based on the analysis of narratives produced by a teacher, a family member, and a psychopedagogue, seeking to understand the processes of identification, intervention, and educational support developed throughout the school year. The findings reveal that teachers initially experienced feelings of fear, insecurity, and insufficient preparation to work in inclusive classrooms. However, as the educational process evolved collaboratively, more flexible pedagogical practices, curricular adaptations, stronger teacher-student relationships, and greater family participation were gradually established. The study concludes that school inclusion goes beyond merely enrolling students with ASD in regular classrooms, requiring institutional commitment, continuous teacher education, and collaborative pedagogical practices capable of respecting individual characteristics and promoting academic, social, and emotional development.