Em elaboração.
Schooling. Evidence-based practices. Teaching strategies
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects socio-communicative, behavioral, and sensory areas. Faced with such specificities, there is a concern of teachers in "know-how" with these students in the classroom, given the growing number of autistic students attending regular school. Therefore, for "know-how" it is necessary that this teacher knows the empirically validated teaching strategies that favor the learning of these learners. The objective of the study was to describe the pedagogical practices implemented by teachers in regular classes of students with autistic spectrum, found in theses and dissertations of the Brazilian educational context, from 2008 to 2013. For this purpose, an approach was developed Methodological approach in which an integrative review of the literature was carried out. For the analysis of the identified studies, the content analysis proposed by Bardin (2011) was carried out. Thus, the studies were organized into categories and subcategories of analysis to synthesize the findings. The results of the study indicated the need for teacher training capable of using evidence-based practices in the pedagogical actions in order to place the student with ASD in a situation of school inclusion.