Educational Inclusion and Social Sustainability: Managing Students with Autism Spectrum Disorder as a Structural Indicator in Contexts of Digital Transformation

Abstract

Resumo. Objective: To analyze the inclusion of students with Autism Spectrum Disorder (ASD) from a social management and educational sustainability perspective, understanding their provision of support as a structural indicator of institutional quality within contemporary educational systems. Theoretical Framework: The study is grounded in the literature on inclusive education, educational governance, social sustainability, and digital transformation. It integrates contributions from critical pedagogy, theories of educational justice, and international human rights frameworks. Method: The study adopts a theoretical-reflective design with an inductive-analytical approach based on a documentary literature review. Results and Discussion: The findings suggest that the inclusion of students with ASD reveals the degree of coherence between normative discourse and institutional practice, demonstrating that educational sustainability requires structural planning, organizational leadership, and inter-institutional coordination. Research Implications: The study introduces the concept of inclusive sustainability as a structural framework for evaluating educational systems, emphasizing how governance capacity and institutional resilience condition the effective inclusion of students with Autism Spectrum Disorder. Originality/Value: The article proposes conceptualizing the management of students with ASD not merely as a pedagogical matter, but as a structural indicator of institutional sustainability and the social responsibility of the educational system