A ESCRITA EM AMBIENTE ESCOLAR E NÃO ESCOLAR POR CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA)

This article aims to analyze in depth the writing practices of children with Autism Spectrum Disorder (ASD) in school and non-school contexts. Writing is not only an academic skill but also an important tool for inclusion, communication, and social expression. However, the development of this skill may present specific challenges for children with ASD, due to the inherent characteristics of the spectrum, such as difficulties in social communication, restricted interests, and variations in executive functions. The study is based on bibliographic and theoretical review, discussing the importance of pedagogical mediation, family support, and the use of technological and playful resources. The results show that integration between school and non-school environments is essential to expand literacy opportunities and promote greater autonomy and inclusion.