Abstract
In this article, the challenges posed by the inclusion of students with autism spectrum disorders, but also with other types of disabilities, as well as the inclusion process in general, in mainstream education classes, alongside other typical colleagues, both from from a theoretical point of view, as well as concrete praxeological examples, in order to contribute to the favoring of this process and the conversion of the educational institution into an inclusive school. Conceptual aspects from Romania and the Republic of Moldova are presented in terms of effective collaboration between teachers and other specialized people involved in the inclusion process, in terms of curriculum adaptation and offering additional support depending on the needs of children, creating and maintaining an active partnership with the parents-students with disabilities and the school, as well as identifying and applying a set of optimal solutions to facilitate this process, which will contribute to their inclusion in mainstream education institutions.
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