PUBLIC POLICIES FOR THE INCLUSION OF STUDENTS WITH ASD

Abstract

This study investigated the advances and challenges of Brazilian public policies for the inclusion of students with Autism Spectrum Disorder (ASD) in the educational context. The general objective was to analyze the effectiveness of the National Policy on Special Education, focusing on Law No. 12,764/2012 and Decree No. 10,502/2020, and to identify the main obstacles and advances in the implementation of inclusion policies. The methodology adopted was qualitative, with bibliographic and documentary research, based on academic, legal and governmental sources. The results indicated that, despite advances in the creation of legislation that guarantees the rights of students with ASD, significant challenges still persist, such as lack of infrastructure, inadequate teacher training and scarcity of pedagogical and technological resources. The analysis revealed that collaboration between schools, families, and specialized professionals has been a crucial factor for the success of inclusion, but that the implementation of these policies is uneven in different regions of the country. The final considerations pointed out that, although public inclusion policies have made progress, greater investment in continuing education of teachers and school infrastructure is needed, in addition to greater integration between the spheres of educational management. The research also suggested new studies to deepen the analysis of the impact of inclusion policies on school practice.