Abstract
Inclusive Education has become a priority in the contemporary educational context, especially with regard to students with Autism Spectrum Disorder (ASD). This study explores pedagogical strategies, challenges and perspectives associated with the inclusion of these students, recognizing the importance of adapting the educational environment to meet their specific needs. The research aims to analyze Inclusive Education for students with ASD, highlighting effective pedagogical strategies, identifying the challenges faced by educators and students, and anticipating future perspectives to improve the quality of inclusive teaching. The research is characterized as qualitative, seeking to understand the experiences, perceptions and practices of educators, students and family members involved in Inclusive Education for students with ASD. Furthermore, it uses a bibliographical review to theoretically support the discussions, examining previous studies and relevant legislation. The results show the effectiveness of adapted pedagogical strategies, such as the use of visual materials and educational technologies, to provide opportunities for the participation and learning of students with ASD. However, challenges are identified, such as the need to improve teacher training to deal with the specific demands of this group and the importance of promoting inclusion not only in the classroom, but also in the community and in family formation. Given the challenges identified, the final considerations highlight the urgency of investing in continuing training programs for teachers, the development of more comprehensive inclusion strategies and the promotion of an inclusive culture that transcends the physical barriers of the classroom. Therefore, by anticipating future perspectives, it is possible to strengthen the basis for a more effective Inclusive Education that fully meets the educational and social needs of students with ASD.
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