AUTISM SPECTRUM DISORDER (ASD) AND INCLUSIVE EDUCATION: PEDAGOGICAL STRATEGIES AND PRACTICES TO MINIMIZE PREJUDICE IN SCHOOLS

Abstract

This research aimed to investigate and propose pedagogical strategies and practices to minimize prejudice in relation to Autism Spectrum Disorder (ASD) in schools, promoting an inclusive educational environment. The methodology adopted involved a review of the literature on inclusive education, ASD and successful experiences in educational institutions, as well as interviews with educators and experts in the field. The results revealed that the continuous training of teachers, the awareness of the school community and the implementation of adapted didactic resources are fundamental for the effective inclusion of students with ASD. The analysis demonstrated that, although challenges such as prejudice and lack of understanding persist, initiatives that promote empathy and cooperation can transform school culture, benefiting not only students with autism, but the entire community. In conclusion, the research emphasizes the importance of a joint effort between educators, families, and public policies to ensure that inclusion becomes a practical reality and that diversity is valued, contributing to the formation of a more just and welcoming society.