AUTISM AND EDUCATION: A LITERATURE REVIEW ON INCLUSION EXPERIENCES

This research aims to present experiences of inclusion of students with autism in regular school from the development of didactic-pedagogical strategies built by teachers. To this end, a Systematic Literature Review was carried out based on the Portal of Periodicals of the Coordination for the Improvement of Higher Education Personnel (CAPES) where 7 works were selected. The time frame adopted was the last five years (2018- 2023). In the analysis of the data, made under the Content Analysis method (Bardin, 2022), it was possible to survey 3 themes: teacher education; didactic-pedagogical strategies; and schooling experiences. It is concluded that the learning of students with ASD in the regular education network is empowering, as it stimulates their social and cognitive development. Likewise, teacher training is a fundamental part of this process, as it favors the growth of intentional actions and successful strategies in pedagogical practices.