A promoção da educação inclusiva da pessoa com transtorno do espectro autista na educação básica brasileira
This study examines the challenges faced by individuals with Autism Spectrum Disorder (ASD) in achieving the fundamental right to inclusive and high-quality basic education, as guaranteed by the Federal Constitution of Brazil. Its primary objective is to analyze the effectiveness of the legal framework governing the educational inclusion of students with ASD, particularly in light of the constitutional principles of human dignity and equality. Although the Brazilian legal system has made significant progress in safeguarding the rights of individuals with ASD, especially through the Berenice Piana Law and the Brazilian Law for the Inclusion of Persons with Disabilities, the full implementation of these legal guarantees continues to encounter substantial obstacles. In the educational context, persistent challenges include the shortage of specialized professionals, inadequate teacher training, structural limitations within educational institutions, and the continued existence of social and attitudinal barriers that hinder the effective participation of students with ASD in the school environment. This research was conducted using the inductive method, adopting a qualitative, exploratory, and descriptive approach. The study was based on a bibliographic review, analysis of the applicable legislation, examination of legal doctrine, review of case law, and assessment of statistical data relevant to the subject. The findings indicate that the effective promotion of inclusive education for individuals with Autism Spectrum Disorder depends on the continuous implementation of effective public policies, ongoing professional development for educators, the adoption of appropriate inclusive pedagogical strategies, and the strengthening of oversight mechanisms to ensure compliance with existing legislation. It is concluded that the realization of the right to inclusive education requires coordinated action by the State, educational institutions, and society, ensuring that students with autism are provided with genuine opportunities for access, retention, participation, and development within the educational system.