PERCEPTIONS AND EXPECTATIONS ABOUT THE PROFESSIONAL FUTURE OF A CHILD WITH ASD: CHALLENGES AND STRATEGIES

Abstract

The increase in diagnoses of Autism Spectrum Disorder (ASD), coupled with advances in research and identification processes, highlights the need to strengthen inclusive educational practices. The growing presence of students with ASD in schools demands teaching-learning methods, pedagogical strategies, and curricular adaptations that consider their specific needs and ensure their educational rights from early childhood education onwards. Although public inclusion policies have shown progress, challenges remain related to the training of professionals, school infrastructure, and the provision of adequate resources. In this context, this study aims to discuss the challenges and present pedagogical and didactic strategies that can contribute to the teaching-learning process of students with ASD in basic education, also considering their preparation for insertion into the job market. For data collection, a semi-structured interview guide was used, including information about the child, their caregivers, the diagnostic process, and aspects of daily life. The data analysis was conducted using the content analysis method proposed by Bardin (2000), with full transcription of the interviews, categorization of information, and selection of representative excerpts. The results highlight the need to expand training and professional development programs, as well as to strengthen public policies aimed at people with ASD. It is concluded that the articulation between school, family, and public policies is fundamental to guaranteeing quality education, promoting the integral development of students, expanding their possibilities for social and professional inclusion, and contributing to a more adequate transition between schooling and the world of work.