Inclusive Processes in Education: Current Reflections on Pedagogical Practices and Students with Autism Spectrum Disorder –ASD

Abstract

The field of education has been extensively discussed over time, yet its relevance remains significant, especially in the context of current education. This article addresses the role of inclusive education and pedagogical practices aimed at students with Autism Spectrum Disorder -ASD, by drawing a parallel with the importance of these inclusive educational practices in today's world. Within this context, inclusive education stands out for its reflections on how educators develop their teaching practices in the face of challenges regarding the inclusion of students with ASD. However, public inclusion policy and inclusive education do not address the issues of cultures, knowledge, and pedagogical practices, thus having profound implications for current education. In this sense, the main objective of this work is to critically and contextually reflect on key concepts related to inclusive education and current pedagogical practices. As a research methodology, a bibliographic survey was conducted, including a brief contextualization of contemporary thinkers dedicated to the study of inclusive education, developing a systematization of current and renowned themes and theorists in inclusive education. Therefore, at the end of the research, it was possible to find convergences between the approach, advancements, and challenges regarding inclusive education and the fundamental concepts related to the practices developed, thus significantly contributing to the reflection on the importance of inclusive pedagogy today, reaffirming its positive impact on the inclusion of students with ASD and all students who benefit from equal and welcoming education.