Noronha Filho, AnaniasOliveira, Edianora Barbosa da Silva deMorais, Naiana de LimaOliveira, Tárcia Sousa de2026-08-252026-08-252026https://repositorio.ifrr.edu.br/handle/123456789/498This article addresses inclusive practices in the literacy process of students with Autism Spectrum Disorder (ASD), considering the importance of adapted pedagogical strategies to ensure access to reading, writing, and school participation. The general objective is to analyze how inclusive pedagogical practices contribute to the literacy process of students with ASD in the early years of elementary education. The research is characterized as bibliographic, with a qualitative approach and descriptive nature, developed through the analysis of books, scientific articles, legislation, and official documents related to inclusive education, literacy, autism, and pedagogical practices. The results indicate that visual resources, alternative communication, structured teaching, curricular adaptation, meaningful literacy strategies, teacher training, school-family partnership, and inclusive assessment favor the learning, participation, and autonomy of students with ASD. It is concluded that inclusive literacy requires planning, sensitivity, institutional support, and partnership among school, family, and multidisciplinary teams in order to promote a more accessible, humane, and committed education for the development of all students.pt-BRAttribution-NonCommercial-NoDerivs 3.0 BrazilEducação inclusivaAlfabetizaçãoTranstorno do espectro autistaPráticas pedagógicasInclusão escolartcc_graduacaoCIENCIAS HUMANAS::EDUCACAO