Inclusion of students with autism spectrum disorder (ASD) in basic education: challenges and possibilities

Abstract

Inclusive education is one of the pillars of contemporary educational policies, aiming to ensure the right to quality education for all, regardless of personal, social, or cognitive conditions. However, the inclusion of students with Autism Spectrum Disorder (ASD) in Basic Education still faces significant challenges, especially in contexts marked by limited resources. This study aimed to understand the challenges and possibilities of including students with ASD in Basic Education. To this end, a qualitative approach of a descriptive and exploratory nature was adopted through a case study conducted at a public school located in the rural area of the municipality of Santo Antônio, in the state of Rio Grande do Norte. The research participants included a student with ASD, the lead teacher, the classroom assistant, the school principal, and a family member. Data collection was conducted through participant observation and document analysis (Political-Pedagogical Project and lesson plans), complemented by thematic content analysis. In order to deepen the analysis and support the results, specific questionnaires were applied to the lead teacher, the classroom assistant, the student's family member, and the pedagogical coordinator. These instruments sought to capture perceptions and practices related to inclusion, contributing to a broader understanding of the process and providing a basis for the academic discussion on the topic. The results indicated that the school has structural limitations and lacks continuing education for professionals, especially due to the absence of Specialized Educational Service (SES). The school trajectory of the student with ASD proved to be marked by fluctuations, alternating moments of autonomy and participation with periods of resistance and dependence, which highlights the burnout of professionals and the need for specialized technical support. The analysis of the student's educational path reinforces the complexity of the inclusive process and highlights the urgency of implementing a solid and articulated support network. It is concluded that the inclusion of students with ASD is a multifaceted and non-linear process that requires more than simple compliance with current legislation. It is essential to strengthen public policies that ensure SES, the provision of continuing education to education professionals, and the effective articulation between school, family, and other involved parties. Only in this way will it be possible to guarantee real conditions for learning, development, and participation for all students, especially in contexts of greater vulnerability.