NEUROPSYCHOPEDAGOGY AND SCHOOL INCLUSION: CONTRIBUTIONS TO THE DEVELOPMENT OF STUDENTS WITH AUTISM

Abstract

Analisity this study the contributions of Neuropsychopedagogy to the school inclusion of students with Autism Spectrum Disorder, linking assessment practices, pedagogical strategies and institutional conditions that support cognitive, communicative and socioemotional development, based on a mixed-methods design combining standardized school records, systematic observation, functional instruments and quantitative and qualitative analyses, thereby identifying that multi-source assessments together with structured interventions and Specialized Educational Assistance contribute to the acquisition of adaptive skills and increased school participation; it was found that teacher training, family-school integration and institutional policies with funding for specific resources are decisive for effectiveness and sustainability of practices, implying recommendations for implementing individualized education plans, monitoring protocols and training programs aimed at generalization and maintenance of functional gains, while methodological gaps highlight the need for longitudinal studies to evaluate maintenance, cost-effectiveness and operational feasibility of the proposed interventions.