Teaching Strategies for the Inclusion of Students with ASD: in upper grades elementary school at five state schools Cachoeiro de Itapemirim, Espírito Santo

The pedagogical strategy in an inclusive setting involves developing practices that recognize and respect the diversity present in the classroom, seeking to meet the needs of all students equitably. In this process, teachers work to organize strategies that promote participation, autonomy, and the development of each student, creating learning opportunities that go beyond the mere transmission of content. The overall objective was to analyze the inclusion of students with Autism Spectrum Disorder (ASD) in elementary school, identifying pedagogical strategies that ensure a fair, effective, and inclusive education. The methodology chosen for this study falls within the quali-quantitative approach; from the perspective of its objectives, it is descriptive in nature, employing both bibliographic and field research procedures, with a sample of sixty teachers from the state school system comprising five schools in Cahoeiro de Itapemirim, Espírito Santo, selected through simple random probability sampling to ensure representativeness and impartiality in data collection.