A inclusão de crianças com transtorno do espectro autista (TEA) no sistema regular de ensino

Abstract

This research aimed to analyze the inclusion process of children with Autism Spectrum Disorder (ASD) in the regular education system, with an emphasis on elementary school. The investigation began with the question of how regular education has contributed to the effective inclusion of these students, considering the structural, pedagogical, and formative challenges that still persist in schools. The study was based on a qualitative literature review, grounded in legislation, public policies, and academic research published between 2021 and 2025, which discusses special and inclusive education. Data analysis revealed that, although there have been significant advances in policies and laws aimed at inclusion, such as Law No. 12,764/2012 (Berenice Piana Law) and the Brazilian Inclusion Law (Law No. 13,146/2015), the implementation of these regulations still faces practical obstacles, mainly due to the lack of teacher training and the lack of adequate pedagogical and structural resources. The results indicate that the school inclusion of students with ASD requires a profound transformation in educational practices, going beyond simple enrollment, to truly guarantee access, retention, and quality learning. It was observed that initial and ongoing teacher training is central to the effectiveness of the inclusive process, and that educators must be trained to deal with diversity and adopt flexible, collaborative, and humanized methodologies. Furthermore, the research highlights the importance of partnerships between schools and families, as well as the use of assistive technologies and curricular adaptations that promote the comprehensive development of autistic students