Abstract
The discussion and reflection presented in this text are the result of a case study conducted at a Municipal Public School for Early Childhood and Elementary Education located in the Municipality of Belém/PA. The aim is to present aspects of how the inclusion of autistic children is being implemented at the Municipal Public School for Early Childhood Education in Belém/PA, and thus contribute to discussions in the field. The investigative approach followed a qualitative method and case study. The results highlight that the lack of support for teachers, both personal and material, and the absence of differentiated strategies to integrate autistic children into the school group have been limiting factors for effective inclusion. It is concluded that the teacher plays a leadership role in creating an inclusive culture and adapting the curriculum so that autistic children have access to the educational process.
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