AUTISM AND EDUCATION: UNRAVELING THE CHALLENGES AND IMPLEMENTING INNOVATIVE PRACTICES

Abstract

The study analyzed pedagogical and institutional practices aimed at the school inclusion of students with Autism Spectrum Disorder (ASD), with the aim of identifying strategies that promote an equitable education adapted to the individual needs of these students. The theme was addressed considering inclusion as a process that goes beyond physical access to school, involving the creation of environments that value diversity and encourage the participation of all students. The methodology used was bibliographic research, based on a systematic analysis of scientific works and articles, allowing the construction of a coherent theoretical framework. Data were collected through keywords such as 'school inclusion', 'autism' and 'assistive technologies', in databases such as Google Scholar, with inclusion criteria that prioritized the relevance and timeliness of the publications. The results showed that the personalization of teaching, the continuous training of teachers and the collaboration between school and family are essential factors for the consolidation of inclusive practices. It was concluded that the inclusion of students with ASD requires a continuous process of adaptation and innovation, with a focus on pedagogical practices that combine technological resources, collaborative strategies and a welcoming school environment, contributing to the integral development of students and to the construction of a fairer and more accessible education.