INCLUSIVE EDUCATION FOR STUDENTS WITH LEVEL 3 ASD: CHALLENGES AND STRATEGIES FOR LEARNING DEVELOPMENT

Abstract

Inclusive education for students with Autism Spectrum Disorder (ASD) level 3 represents one of the greatest contemporary challenges for educational systems, considering the intensive support needs related to communication, social interaction, autonomy, and learning processes. This chapter aims to analyze the main challenges faced in the school inclusion process of students with ASD level 3 and to discuss pedagogical strategies that can promote their cognitive, social, and educational development. The methodology consists of a qualitative bibliographic review based on scientific studies and theoretical contributions from researchers in inclusive education, such as Mantoan, Vygotsky, Sassaki, and contemporary authors who investigate educational practices focused on diversity. The results indicate that effective inclusion depends on continuous teacher training, curricular adaptations, the use of augmentative and alternative communication resources, collaboration between schools, families, and specialized professionals, as well as the development of accessible and welcoming learning environments. It is concluded that the education of students with ASD level 3 requires individualized approaches based on respect for their singularities, recognition of their potentialities, and the guarantee of their right to learning, participation, and integral development.