EDUCATIONAL INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER AND ATTENTION DEFICIT HYPERACTIVITY DISORDER: BETWEEN PEDAGOGICAL PRACTICES AND CHALLENGES OF PUBLIC POLICIES

Abstract

The educational inclusion of students with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) represents a significant challenge for educational systems, requiring adapted pedagogical practices and effective public policies to ensure access, permanence, and meaningful learning opportunities. This chapter aims to analyze the main challenges and possibilities related to the school inclusion of students with ASD and ADHD, considering pedagogical strategies adopted in educational settings and the limitations of Brazilian public policies. This is a qualitative study developed through a narrative literature review based on scientific publications, legislation, and official documents concerning inclusive education. The findings indicate that continuous teacher training, individualized educational planning, the use of active learning methodologies, and collaboration among schools, families, and multidisciplinary teams contribute positively to the academic and social development of these students. However, challenges remain regarding insufficient resources, lack of specialized training, and difficulties in implementing inclusive policies. It is concluded that the effective promotion of educational inclusion requires ongoing investments in teacher education, infrastructure, and the strengthening of public policies, ensuring equitable and high-quality education for all learners.