REVISÃO SISTEMÁTICA ACERCA DE LEIS E PRÁTICAS PEDAGÓGICAS PARA ALUNOS COM TRANSTORNO DO ESPECTRO AUTISTA

This is a systematic review that investigates pedagogical practices aimed at literacy training for students with Autism Spectrum Disorder. Starting with a contextualization of public policies aimed at inclusion, highlighting ASD and the urgent need to adapt the school environment to meet this demand. The review was methodologically structured, carried out through a careful search in relevant databases, identifying studies that explore the pedagogical practices used in the literacy of autistic students. Analysis of the results highlights the diversity of approaches used, from adaptive strategies such as visual resources and structured routines to specific programs such as ABA and TEACCH. The importance of personalizing pedagogical practices is highlighted, recognizing the individual needs of each student with ASD. The relevance of ongoing teacher training and collaboration between educators, families and other professionals to promote inclusive and quality education is also emphasized. The absence of a single approach to literacy for autistic children is noted, emphasizing the need for flexibility and sensitivity in educational practice. The advances provided by research seek to improve understanding and pedagogical strategies to meet the specific needs of this group of students, contributing to a fairer and more inclusive society.