The inclusion of students with ASD (Autism Spectrum Disorder) In schools, this process involves a step that precedes pedagogical adaptations: understanding autism. According to the CEO of the Autism Institute, Kadu Lins, a lack of knowledge remains one of the main barriers preventing institutions from developing effective inclusion practices.

According to him, the behaviors of students with autism can be misinterpreted. “I believe the main misconception is wanting to promote inclusion without first understanding autism. We still encounter professionals who have had no exposure to the topic and end up interpreting certain behaviors as rudeness, disinterest, or misbehavior, when, in many cases, they are related to the characteristics of the disorder itself,” he says.

Another point highlighted by Lins is the risk of reducing the student to a diagnosis. In his view, understanding autism is important for guiding practices, but it should not replace a focus on each person’s individuality.

“Autism explains some characteristics, but it never defines who that person is. Before the diagnosis, there is a student—with talents, potential, challenges, and dreams. Inclusion only happens when we see the person as a whole,” she says.

From Enrollment to Belonging

Being enrolled in and attending school does not necessarily mean feeling like you are part of it. Lins distinguishes between inclusion—which relates to access—and belonging, which involves participation, connections, and recognition within the school community. “A student may be enrolled in school, attend class, and still feel isolated,” he says.

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According to the CEO of the Autism Institute, a sense of belonging occurs when students are listened to, respected, participate in activities, and find opportunities to develop their potential. This process involves not only teachers, but also administrators, staff, peers, and families.

For this to happen, according to Lins, schools need to develop a culture based on knowledge, respect for differences, and the appreciation of diversity. In this process, pedagogical adaptations are important, but they are not enough.

The expert summarizes the difference between inclusion and belonging using two questions: “Can he come in?” and “Does he feel that this place is his, too?” For Lins, the second question should guide the creation of more welcoming school environments.

Continuing Education

For educators and administrators who wish to advance inclusive practices, Lins’s first recommendation is to invest in professional development. “My first piece of advice is simple: study. Autism is already part of the reality of schools and can no longer be treated as an optional topic. Continuing professional development must be part of the institution’s culture,” he says.

The second guideline is to get to know the student beyond the diagnosis. Characteristics and needs can vary among people on the autism spectrum, which requires attention to each student’s individual history, strengths, and challenges.

Lins also emphasizes the need to translate knowledge into sustained action. In his view, one-off initiatives are not enough to foster a culture of inclusion within the school.

“Inclusion doesn’t happen through a one-month project or a single lecture. It’s built every day through small decisions: in the way teachers teach, how classmates interact, and how the school communicates, adapts, welcomes, and supports each student,” she says.

In this sense, inclusion depends on shared responsibility. “Legislation, goodwill, or isolated actions are not enough. True inclusion requires ongoing training, staying up to date, and a willingness to change practices. Understanding autism is not a bonus for those who work in education; it is a necessity,” he concludes. 

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