Práticas pedagógicas inclusivas e TEA: possibilidades para a inclusão escolar

Abstract

School inclusion aims to ensure that all students, respecting their particularities, have access to an excellent education in a shared school environment. When it comes to students with Autism Spectrum Disorder (ASD), this process becomes even more challenging due to the nuances that the disorder can present, demanding the development of adapted pedagogical practices to assist in the school inclusion of these students. Based on this context, this research seeks to analyze the role of the development of inclusive pedagogical practices in the school inclusion process of students with ASD. To this end, it presents the systematization and descriptive analysis of scientific studies on inclusive pedagogical practices aimed at students with ASD available on the Journal Portal of the Coordination for the Improvement of Higher Education Personnel (CAPES), in the period between 2020 and 2024. Therefore, it is a qualitative and bibliographic research with a survey of scientific studies. The research indicates that considering the school inclusion of students with Autism Spectrum Disorder (ASD) requires a reassessment of traditional pedagogical practices, promoting strategies that consider the particularities of each individual. And that it is essential that educators receive specific training to apply and adapt methodologies that stimulate learning and participation for all.