Autism is a widely explored theme in the literature. Nevertheless, school inclusionamong autistic children still constitutes a challenge. On this basis, the generalgoal of this research was to identify the challenges of teaching practices in themonitoring of an autistic student and in which conditions his inclusion occurs.The qualitative research, descriptive and exploratory in its nature, is characterizedas a case study that was conducted in the months of August to October 2014 in aprivate institution of Brasilia. In summary, the study, by means of semi-structuredinterviews and on-site observations, concluded that the school»s inclusionproposal, in which parents seem to trust, is weakened by the lack of professionalpreparation, a fact derived by the precariousness of initial and continuous trainingof these professionals.

El autismo es un tema ampliamente explorado en la literatura. Sin embargo, lainclusión escolar de los niños autistas sigue constituyendo un desafío. Basándoseen esta suposición, el objetivo general de esta investigación fue indentificar losdesafíos de la práctica docente en el seguimiento de un niño autista y en quécondiciones se produce su inclusión. El carácter cualitativo, descriptivo yexploratorio, está caracterizado como un estudio de caso que se realizó en losmeses de agosto a octubre de 2014 en una institución privada de Brasília. Enresumen, el estudio, através de entrevistas semi-estructuradas y observaciones insitu llegó a la conclusión de que la propuesta de inclusión de la escuela, en la queapuestan los padres, está debilitada por la falta de preparación profesional, hechoderivado de la precariedad de la formación inicial y continua de los mismos.

Autism is a widely explored theme in the literature. Nevertheless, school inclusionamong autistic children still constitutes a challenge. On this basis, the generalgoal of this research was to identify the challenges of teaching practices in themonitoring of an autistic student and in which conditions his inclusion occurs.The qualitative research, descriptive and exploratory in its nature, is characterizedas a case study that was conducted in the months of August to October 2014 in aprivate institution of Brasilia. In summary, the study, by means of semi-structuredinterviews and on-site observations, concluded that the school»s inclusionproposal, in which parents seem to trust, is weakened by the lack of professionalpreparation, a fact derived by the precariousness of initial and continuous trainingof these professionals.