Specialized educational service: strategies for including students with ASD in regular education.

Abstract

The present study addresses Specialized Educational Assistance (AEE) as a fundamental strategy for the inclusion of students with Autism Spectrum Disorder (ASD) in regular education, considering the need for pedagogical practices that ensure equity, participation and development of these students in the school environment. The research aims to analyze how AEE contributes to the learning, socialization and academic development process of students with ASD, highlighting the importance of curricular adaptations, accessible pedagogical resources and inclusive methodologies used by specialized professionals. It is based on a bibliographical review and qualitative analysis, dialoguing with authors and legislation focused on inclusive education in Brazil, especially with regard to the right to quality education for all. The study shows that AEE plays an essential role in identifying barriers, organizing pedagogical strategies and promoting conditions that favor the autonomy and participation of students with ASD in the school context. Furthermore, the relevance of continuing teacher training and the partnership between school, family and education professionals in building more effective inclusive practices is highlighted. It is concluded that AEE should not be understood only as complementary support, but as an indispensable element for the consolidation of an inclusive, democratic and accessible education, capable of respecting the uniqueness of students and promoting equal opportunities for learning and development.