THE ROLE OF THE IEP AS AN INCLUSIVE TOOL PROPOSED FOR THE AUTISTIC AUDIENCE

Abstract

Autism Spectrum Disorder (ASD) is characterized by challenges in social interaction, communication, and behavioral patterns, requiring personalized pedagogical approaches for effective school inclusion. This article aims to highlight, through a literature review, the contributions of the Individualized Education Plan (IEP) as an inclusive tool for students who are part of the Inclusive Special Education population, specifically those on the autism spectrum. Methodologically, the research is classified as qualitative bibliographic research, based on the analysis of scientific articles and dissertations published between 2011 and 2024, consulted in the SciELO, Capes, and Google Scholar databases. The theoretical framework discusses the structure of the IEP, based on initial pedagogical assessment, developmental goals, and curricular adaptations, as well as the necessary collaboration between school, family, and health professionals. The results indicate that, although the IEP (Individualized Education Plan) is a legal right and an equity strategy that favors the academic development and autonomy of the student, its practical implementation still faces severe barriers, such as inadequate teacher training and lack of administrative support. It is concluded that the IEP is indispensable for removing autistic students from pedagogical invisibility, demanding a restructuring of school management policies so that the operationalization of Inclusive Education can be effective.