Vieira, Andréea SilvaAndrade, Maria Eduarda Delfino deLima, Maria Franciele da SilvaSousa, Rosenira Coutinho2026-08-182026-08-182026ANDRADE, Maria Eduarda Delfino de; LIMA, Maria Franciele da Silva; SOUSA, Rosenira Coutinho. Práticas docente na inclusão de estudantes com trantorno do espectro autista (TEA) nos anos iniciais: uma revisão bibiografica. 2026. Trabalho de conclusão de Curso (Licenciatura em Pedagogia) - Instituto Federal de Educação, ciência e Tecnologia de Roraima, Boa Vista, 2026.https://repositorio.ifrr.edu.br/handle/123456789/444Trabalho de Conclusão de Curso apresentado como requisito parcial para obtenção do título de Licenciado em Pedagogia pelo Instituto Federal de Educação, Ciência e Tecnologia de Roraima – IFRR, Campus Boa Vista. O estudo analisa, por meio de revisão bibliográfica sistematizada, a atuação docente na inclusão escolar de estudantes com Transtorno do Espectro Autista nos anos iniciais do Ensino Fundamental, com enfoque na formação docente, nos recursos pedagógicos, nas tecnologias assistivas, no planejamento individualizado e na articulação entre professor, Atendimento Educacional Especializado, gestão escolar e família.The inclusion of students with Autism Spectrum Disorder (ASD) in schools is one of the main challenges of contemporary education, requiring teachers to possess pedagogical skills, continuing education, and strategies capable of meeting the specific educational needs of these students. In this context, the present study aimed to analyze teachers’ performance in the inclusion of students with Autism Spectrum Disorder (ASD) in the early years of elementary school, emphasizing the importance of continuing education, pedagogical resources, and methodological strategies adopted to promote inclusive and quality education. This is a qualitative research study developed through a systematic literature review, based on the analysis of books, scientific articles, dissertations, theses, and documents. The analytical corpus consisted of 11 studies published between 2015 and 2025, including legal documents and other studies used as theoretical support, with searches conducted in Google Scholar, SciELO, CAPES Periodicals Portal, and the Brazilian Digital Library of Theses and Dissertations (BDTD). The results were organized into thematic categories related to teacher training, pedagogical resources and assistive technologies, individualized planning, and collaboration among regular classroom teachers, Specialized Educational Assistance (AEE) professionals, school management, and families. The results showed that continuing education is one of the main factors in strengthening inclusive practices, enabling teachers to feel more confident in developing curricular adaptations and using methodologies suited to the specific needs of students with ASD. It was also observed that the availability of accessible pedagogical resources, assistive technologies, flexible planning, and collaborative work among teachers, Specialized Educational Assistance professionals, school managers, and families significantly contribute to the teaching and learning process. However, the literature also points to challenges related to insufficient specialized training, limited material and human resources, and difficulties in implementing public inclusion policies. It is concluded that teachers’ performance is fundamental to the school inclusion of students with ASD, but its effectiveness depends on continuing education, institutional support, accessible pedagogical planning, adequate resources, and collaboration among the school, Specialized Educational Assistance, and families.pt-BRAttribution-NonCommercial-NoDerivs 3.0 BrazilTranstorno do espectro autistaEducação inclusivaFormação docentePráticas pedagógicasAnos iniciais do ensino fundamentaltcc_graduacaoCIENCIAS HUMANAS::EDUCACAOLINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESACIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::PLANEJAMENTO EDUCACIONAL