Inclusion of autistic students in basic education: challenges and perspectives

Abstract

The inclusivo of autistic students in basic education presents significant challenges, as there is still no accessible school context that considers the diverse specificities of learning. However, there are many inclusive possibilities that can be implemented to ensure teaching and learning for all. Therefore, this study sought to analyze strategies for including an autistic student in basic education. Documentary research was conducted, focusing on the literacy process of a child with Autism Spectrum Disorder enrolled in a public school in rural northeastern Brazil. A case study was carried out, class and literacy process records from the school and teacher's files were used as data collection instruments. The data were analyzed using content analysis. It was found that the use of Universal Design for Learning (UDL) principles and collaborative learning had a significant impact on the teaching and learning of autistic students. It was also observed that pedagogical adaptations were essential to expanding students' access to the school community. On the other hand, many barriers to school inclusion were identified, particularly regarding ableism and the lack of ongoing training on educational inclusion for teachers. Therefore, it is understood that pedagogical practices that promote inclusion and the appreciation of diversity promote students' learning and comprehensive development.