Sponchiado, Denise Aparecida MartinsAndreola, Andressa2025-01-142024https://repositorio.uricer.edu.br/handle/35974/729This study addresses the school inclusion of autistic children, a highly relevant topic due to the increasing number of Autism Spectrum Disorder (ASD) diagnoses. Inclusion presents daily challenges and has become a widely discussed subject, where education professionals face constant difficulties in the school environment. These professionals are responsible not only for teaching but also for shaping citizens. To understand the challenges faced by teachers in developing inclusive pedagogical practices for autistic children, a bibliographic review was conducted. The central problem addressed is the impact of teachers’ lack of preparation and knowledge about the skills needed for inclusive educational practices for autistic children, affecting the provision of quality and inclusive education for all students. The present study aims to investigate the impact of teachers' lack of preparation and knowledge concerning the necessary skills for inclusive educational practices for autistic children, promoting quality and inclusive education for all students. It was found that it is essential for education professionals to be qualified to deal with diversity in the classroom. Facing these challenges while seeking to develop alternatives adapted to each student's needs strengthens not only educational practice but also society as a whole. It is crucial that teachers, school managers, and the school community work together to build quality inclusive education.pt-BRPedagogiaAutismoPráticas pedagógicasInclusãoTrabalho de Conclusão de Curso