Os desafios enfrentados no processo de inclusão e de ensino-aprendizagem de alunos com transtorno do espectro autista

Abstract

The school inclusion of students with Autism Spectrum Disorder (ASD) has established itself as one of the greatest contemporary challenges in the field of inclusive education, requiring pedagogical practices and institutional policies increasingly committed to equity. This Final Project aims to analyze the challenges encountered in the inclusion and teaching-learning process of students with Autism Spectrum Disorder in the school environment, as discussed in scientific articles. To this end, a bibliographical search was conducted, based on the analysis of nine scientific articles published between 2020 and 2025 in the following journals: Revista Brasileira de Ensino e Aprendizagem, Revista Educação Especial, and Revista Educação Contemporânea. The results revealed that, although there are legal advances and educational guidelines that seek to guarantee the right to quality education for all, the inclusion of students with ASD still faces significant obstacles. Among these are structural and institutional barriers, such as the lack of accessible environments and materials and multidisciplinary teams; In addition to the challenges faced by teachers, such as work overload, insecurity regarding the specificities of the disorder, and the lack of specialized technical support, the analysis also indicated that teacher training—both initial and ongoing—still proves insufficient to meet the demands of inclusive practice. Despite this, effective pedagogical practices were identified, such as the use of the Individualized Educational Plan, organization of the environment, the use of visual and technological resources, and the promotion of intentional social interaction. The conclusion is that the inclusion of students with ASD requires actions coordinated across three fundamental axes: (1) ongoing and contextualized teacher training; (2) strengthening infrastructure and institutional support; and (3) cultural transformation of the school, based on the recognition and appreciation of diversity. The importance of this research lies in contributing to the debate on the implementation of school inclusion, reinforcing that the process is not limited to compliance with legislation but involves an ethical commitment to citizenship, social justice, and the right to belonging and full development of all students.