BEST PRACTICES FOR SERVING STUDENTS WITH AUTISM IN LIBRARIES

Abstract

Libraries, as democratic spaces for accessing information, play a fundamental role in promoting social and educational inclusion. In the context of serving students with Autism Spectrum Disorder (ASD), challenges related to communication, information, and attitudinal barriers are evident, which can compromise these users’ autonomy and continued participation in the academic environment. In light of this, the present study aims to propose best practices for informational accessibility that promote the inclusion of autistic students in libraries. The research is qualitative and exploratory in nature, conducted through a literature review and documentary analysis of Brazilian legislation regarding inclusion and accessibility. Searches were conducted in databases such as the CAPES Journal Portal and Google Scholar, using descriptors related to autism, inclusion, libraries, and accessibility. Data analysis allowed for the systematization of six dimensions of best practices: welcoming and communication, spatial organization, informational accessibility, personalized mediation, staff training, and student participation. The results indicate that the adoption of these practices contributes to the creation of more accessible, welcoming, and inclusive environments, benefiting not only students with ASD but the entire user community. It can be concluded that libraries must take an active role in promoting inclusion and information literacy, moving beyond a narrow view of physical accessibility and implementing permanent institutional changes aimed at educational equity.