This article examines the growing inclusion of autistic students in regular educational settings, highlighting the challenges and opportunities this process brings to pedagogical practice. The inclusion of these students requires differentiated and adaptive pedagogical practices, due to the difficulties educators face in managing classroom crises and addressing the individual needs of each student. The study emphasizes that all students have the right to be attended to in their uniqueness, requiring schools and educators to adopt an approach centered on respect for diversity. Although challenging, the inclusion of autistic students is presented as beneficial for all involved, fostering a more empathetic understanding of human differences among teachers, peers, and families. The article underscores the importance of the school staff remaining open to continuous learning and emphasizes that early diagnosis of autism is crucial for developing effective pedagogical strategies. Collaborative contact with the student's family and the support of specialized professionals are essential to creating an inclusive environment. Furthermore, raising awareness among school staff and the constant exchange of experiences between teachers are highlighted as key practices for successful inclusion. This research thus contributes to the debate on the need for adaptations and differentiated strategies that promote effective inclusion, ensuring a quality and equitable education for all students.