THE INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD) IN BASIC EDUCATION IN BRAZIL: AN ANALYSIS OF TEACHING PRACTICES AND EDUCATIONAL POLICIES

Abstract

This article aims to analyze the inclusion of students with ASD in basic education, based on a theoretical discussion grounded in national scientific production, with an emphasis on teaching practices and educational policies. Methodologically, this is a qualitative research of a theoretical-bibliographical nature, based on the analysis and interpretation of scientific articles that address the theme of school inclusion of students with ASD in the Brazilian educational context. The results indicate that, although there are normative and conceptual advances in the field of inclusive education, challenges persist related to teacher training, the implementation of educational policies, the use of pedagogical resources, and assessment practices. Furthermore, a gap is evident between legal guidelines and the real conditions for the effective implementation of inclusion in schools, which compromises the consolidation of inclusive pedagogical practices. It is concluded that the inclusion of students with ASD demands coordinated actions between educational policies and teaching practices, as well as continuous investments in training, institutional support, and reorganization of the curriculum and assessment, in order to guarantee the right to learning and participation of these students in basic education.