Inclusive education is a reality in our country. We often come across a variety of neurological development diagnoses in regular schools, as is the case of Autism Spectrum Disorder (ASD). This qualitative research used a descriptive phenomenological method, and its aims were the following: to describe the experiences of teachers and educational psychologists involving the inclusion of students with ASD in regular schools, to describe the perception that teachers and educational psychologists have on their abilities to achieve inclusion, to identify the factors that ease the inclusion of students with ASD in regular schools and finally, to identify the obstacles that show up in the process of including students with ASD in regular schools. To achieve this, a semi-structured interview consisting of 20 questions was applied to a sample of 12 people: 6 teachers and 6 educational psychologist...