THE IMPORTANCE OF ENVIRONMENTAL ORGANIZATION FOR CHILDREN WITH AUTISM: CONTRIBUTIONS TO LEARNING AND INCLUSION

Abstract

The organization of the school environment is part of pedagogical work and becomes especially relevant when considering the inclusion of children with Autism Spectrum Disorder (ASD). This qualitative bibliographic review aims to understand how the organization of spaces, materials, and routines can promote participation, autonomy, and learning among autistic children in school contexts. Scientific publications and documents related to inclusive education, autism, and learning environments were considered. The analysis shows that there is no single model of organization suitable for all children with ASD, since each student has individual ways of perceiving, communicating, and participating. Nevertheless, clearer spatial organization, predictable routines, meaningful use of visual resources, attention to sensory stimuli, and accessible materials can reduce barriers in everyday school life. It is concluded that organizing the environment does not mean creating a separate space for an autistic child, but planning conditions that expand the child’s possibilities to understand, participate, interact, and learn alongside other children.