| Summary: | Children with Autism Spectrum Disorder (ASD) are commonly characterized by deficits in social interaction and communication, as well as restricted and repetitive behaviors, interests and activities. With the growth in the prevalence of ASD cases worldwide,the concern arises as to how the inclusion of this individual occurs in school, because for a good development of the child in this scenario, the presence of a school mediator is essential. Therefore, the objective of this research is to investigate the importance of the school mediator in the inclusion of students with ASD in the educational context. It is an integrative literature review, through searches in the databases Scielo, Lilacs and CAPES Periodicals Portal, using the descriptors: “school mediator”, "school mediation", "autism spectrum disorder", "autism", "inclusion" and "school inclusion" connected by the boolean connector "and". The results indicate the deficit in teacher education with a view to inclusive education and the difficulty in understanding the role of the classroom teacher, school mediator and teacher in the Specialized Educational Assistance (SEA) room, as well as the difficulty in understanding about ASD. Therefore, this integrative review demonstrates that the school mediator is an important subject in the process of including children with ASD in the educational context, however, their role is still poorly understood by the professionals involved. This lack of knowledge may be related to issues related to the initial and continuing education of the teacher, which are still lacking in the themes related to inclusion.
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