In view of the specifics of the behavior of children with ASD and the impacts that the lack of adequate teacher training can cause in the interactions with these children in the classroom, the objective of the present research was to identify how the lack of planning, methodologies and educational strategies can affect the inclusive education of children with disabilities. at the Municipal Department of Education (SEMED) in the municipality of Jaru, state of Rondônia in the identification of the population of students from six to 12 years of age with ASD, regularly enrolled from first to 6^th years, aiming at their inclusion in two public schools in the elementary school in the municipality of Jaru; as well as verifying and intervening in the physical and pedagogical environment of the school to adapt it to the needs of these students. The methodology employs a qualitative and documentary approach and research-action guided by systematic observation with a structured script, record in files and reports in field diaries for further analysis of the data obtained. Among the procedures, there were six sessions of observation of the interaction of each of the teachers with the nine children with ASD, with an average duration of 60 minutes each session, observation of practices used and description of a typical day of teacher-student interaction with TEA.  Were performed interviews with teachers, pedagogic coordinates, school directors and educational secretary of Jaru Municipality, with objective of their conceptions and difficulties about inclusive special education. The current analysis allowed the identification of some important aspects regarding the school inclusion of children with ASD. As for teacher training, it was noteworthy that the demands brought about by the perspective of inclusion are currently numerous and urgent. Other important aspects that should be is highlighted: the total lack of knowledge on part of educators about assistive technologies and their use in educational activities, the scarcity of technological resources and the numerous barriers thar children with ASD will have to overcome until school inclusion is achieved and effective. The research also pointed to urgent need to implement a multidisciplinary team to provide support to schools, the importance and urgency of curricular adaptations that favor the learning and development of students with ASD and for children with other types of disabilities. Regarding the adaptation of the physical and pedagogic environment, intended to establish partnerships with the municipal government so that the needs of this target audience was met. As a product of this research, a study and a bill were prepared, in partnership with Municipal Secretary of Education de Jaru, aiming at the organization and hiring of a multidisciplinary team that provides specialized care to students with disabilities according to their personal needs.