TEACHING PRACTICE AND INCLUSIVE EDUCATION: PATHWAYS AND CHALLENGES IN THE INCLUSION OF STUDENTS WITH ASD IN HIGHER EDUCATION

Abstract

This paper presents part of a master’s research project that investigated the inclusion of students with Autism Spectrum Disorder (ASD) in Higher Education, focusing on the challenges encountered at this educational level from the perspective of Inclusive Education. The study is grounded in the socio-historical approach to psychology and establishes a theoretical dialogue between Vygotsky and other authors who discuss learning, development, and inclusion. The research is qualitative in nature, allowing for the construction of thematic categories and in-depth interpretations of the reality under study. The results indicate a significant demand for continuing professional development focused on working with students with ASD. This need concerns not only the expansion of knowledge about inclusive teaching strategies, but also a deeper understanding of the specific characteristics of these students’ teaching-learning process and sociability. At the institutional level, universities were found to have sought to implement strategies to promote inclusion, such as methodological adaptations, curricular flexibility, and expanded support resources. Nevertheless, contradictions persist between the historically consolidated organizational structure and the specific demands involved in including this population. These discrepancies demonstrate the need for more profound structural changes encompassing institutional policies, academic management, and teaching practices. It is concluded that the inclusion of students with ASD in Higher Education requires more than isolated measures. Institutional commitment is essential and must include investment in continuing professional development, the strengthening of support networks, and a review of organizational processes in order to overcome the barriers that continue to hinder the effective implementation of Inclusive Education.