Abstract
The main objective of this study was to analyze the limits and possibilities of the process of inclusion of university students with Autism Spectrum Disorder (ASD) in the academic environment. The bibliographical research intends to show that the inclusion of these students, which they are, is a theme that has been occupying increasing space in educational debates, and means ensuring equal opportunities. Proposals for inclusive and special education have focused more specifically on basic education, and few discussions have taken place within the scope of higher education, which points to the need for further studies in this context. It appears that access to higher education has been democratized in recent years, especially for the popular classes and also for people with autism. At the same time that this should be celebrated, there is a need for new demands, that is, training the teaching staff to work with the diversity and uniqueness of each individual by offering pedagogical support to students with real disabilities, considering social, cultural, economic issues that interfered with adequate access to schooling for this part of society that has a significant increase in higher education enrollments according to the 2021 Educational Census.
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