The inclusion of autistic students in regular education and possible pathways: a bibliographic study

Abstract

With the increasing number of students with Autism Spectrum Disorder registered in schools over the last decade, it's essential to consider an education that goes beyond traditional teaching standards. This highlights pedagogical possibilities that contribute to the learning and development of these students. Therefore, it's important to understand how pedagogical practices are developed in regular schools with autistic students. This article presents a literature review conducted on the CAPES Portal using the descriptors "autism," "education," "pedagogical practices," and "inclusion." The objective is to answer the question: What pedagogical practices have been used in regular education with autistic students to ensure their learning and inclusion? This article analyzed recent works through a critical reflective research approach, specifically an interpretative descriptive qualitative study. Five dissertations and one thesis were examined, all addressing the dialogical relationship between autism, education, inclusion, and pedagogical practices for autistic students in education. The studies indicate difficulties, mainly on the part of teachers, in the inclusion of autistic students in the regular classes. They suggest differentiated pedagogical practices, taking into account prior knowledge of the spectrum. Based on the results, it was possible to learn more about the spectrum and understand some important actions for the learning and inclusion of these students. However, some gaps were identified, such as the lack of depth and applicability of collaborative practices between the teacher and the special education inclusive specialist teacher in the common classroom. This reality highlights the need for new studies on the topic.