INCLUSIVE EDUCATION AND AUTISM:

PEDAGOGICAL MEDIATION OF WRITING IN THE SCHOOLING OF STUDENTS WITH ASD

Abstract

This article analyzes, based on a qualitative theoretical-analytical approach and grounded in bibliographic research, how academic literature has addressed the pedagogical mediation of writing in the schooling process of students with Autism Spectrum Disorder (ASD) in regular education. Drawing on authors from inclusive education, autism studies, and the historical-cultural perspective, the study problematizes the tensions between normative advances — particularly the National Policy on Special Education from the Perspective of Inclusive Education (2008), the Brazilian Inclusion Law (2015), and Decrees No. 12.686/2025 and No. 12.773/2025 — and the concrete challenges of their implementation in school contexts. The analysis highlights that writing, understood as a culturally mediated practice, cannot be reduced to technical skills, requiring pedagogical conditions that consider diverse ways of learning. It argues that the difficulties often attributed to students with ASD are largely related to rigid school practices and insufficient pedagogical mediation. The study concludes that the effectiveness of inclusive education depends on the reorganization of pedagogical work, the strengthening of collaborative practices, and curricular flexibility to ensure participation and learning for all students.