Perspectives on teaching practices in the inclusion of students with autism

a systematic review

Abstract

This study presents a systematic review of teaching practices associated with the inclusion of students with Autism Spectrum Disorder (ASD) in general education classrooms during the early years of elementary school. It seeks to answer the following research question: how have teaching practices, according to published studies, contributed to the school inclusion of students with ASD? The objective is to analyze, based on a bibliographic and systematic survey of scientific articles, teaching practices in relation to the inclusion of students with ASD in regular classes in the initial years of elementary school, identifying the main challenges faced by teachers in the classroom. Following PRISMA guidelines, the research reviewed studies from the CAPES, ERIC, and LILACS databases. The findings indicate that the effectiveness of pedagogical practices depends not only on technical proficiency in addressing ASD but also on creating inclusive and secure environments. Moreover, implementing of tailored pedagogical, visual, and technological strategies emerges as a critical factor in improving educational outcomes. The study highlights the importance of ongoing professional development for teachers and the need for increased institutional support to meet the demands of inclusive education. A comparative analysis of the Brazilian and Ukrainian contexts revealed deficiencies in public policies and infrastructure, emphasizing the urgent need to integrate educational technologies into routine school practices. In conclusion, the study underscores that investment in teacher training and effective pedagogical strategies are fundamental to advancing the inclusion of students with ASD in general education classrooms.