THE SILENT VOICE OF LEARNING: SENSITIVE LISTENING AND EXPRESSIONS OF A STUDENT WITH ASD IN INCLUSIVE EDUCATION

Abstract

This article analyzes the implementation of inclusive education based on a case study involving a first-grade student diagnosed with Autism Spectrum Disorder (ASD) and predominantly nonverbal communication, enrolled in a public school in Mato Grosso. It begins by differentiating between inclusive education and special education, contextualizing the main national and international public policies that support the paradigm of school inclusion. The study emphasizes the importance of sensitive listening and the teacher's attentive focus in valuing students' multiple forms of expression, understanding gestures, looks, and choices as legitimate languages ​​of learning. Based on the observation of pedagogical practice, it becomes clear that inclusion is not limited to access to school, but is materialized by ensuring student participation and empowerment. It concludes that true inclusion requires continuous investment in public policies, teacher training, infrastructure, and cultural change, so that each student is recognized for their uniqueness and can exercise autonomy and authorship in their educational process.