THE INCLUSION OF STUDENTS WITH ASD IN REGULAR EDUCATION: CHALLENGES AND STRATEGIES THAT PERMEATE THE CLASSROOM AND SPECIALIZED EDUCATIONAL SERVICES

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in mainstream education represents one of the greatest challenges in contemporary education. Although Brazilian legislation guarantees the right to inclusive education, significant obstacles remain regarding teacher training, pedagogical resources, the performance of Specialized Educational Assistance (SEA), and school infrastructure. This article aims to analyze the main challenges and strategies related to the inclusion of students with ASD in regular education based on a qualitative study conducted in a public school. Data were collected through questionnaires administered to teachers and school administrators and analyzed using Bardin’s Content Analysis. The findings indicate that curriculum adaptation, visual resources, structured routines, and collaborative work contribute positively to inclusive education. However, shortcomings remain concerning continuing teacher education, shortage of specialized professionals, and institutional investment. It is concluded that inclusive education depends on coordinated public policies, teacher qualification, family participation, and effective school management to ensure quality education for students with ASD.