Since the end of the 19th century, educational inclusion is mentioned in Brazil (MENDES, 2010). Nowadays there are many government’s action plans that show the necessity of ‘education for all’. However, during the experience with English teaching involving students with special needs, we realized the gaps concerning the topic during the teacher formation course. Aiming to answer some questions that emerged from my experience, this research has two objectives: i) to investigate the main difficulties of an autistic student, from a private regular school in Campina Grande-PB; ii) to suggest activities that take into consideration such student’s inclusive education, as well as the implications of these activities in the context mentioned. As theoretical support, we considered Stainback and Stainback (1999), Mazzota (2005), Rodrigues and Spencer’s (2010) assurances, for dealing with inclusive education. The methodology of this research characterized for a qualitative Study Case, besides being an Action Research, for analyzing a specific situation of studies in an elucidatory manner, as well as for contributing for the context in focus. As research tools, audio records were used, as well as an interview with the student’s mother. The results indicate that although the reality of teaching-learning that involves an autistic student is challenging and complex, it is possible to develop important pedagogical activities, aiming at developing student’s autonomy and social interaction – difficulties presented by the participant.