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In recent years, the educational response to students with ASD has progressed towards more inclusive alternatives in Spain. This fact represents a clear commitment of the administrations to bring this group of students closer to the ordinary centers combining intensive and specialized attention with the learning in their reference classrooms with their peers. However, despite this good news for our system, the differences in the proposals promoted by the different Autonomous Communities (CCAA) are an example of inequality of opportunities for students with ASD and lack of equity in the Spanish education system. In this article, through the analysis of the existing regulations in the different Autonomous Communities will be presented the main differences found in the presence of students with ASD in the ordinary centers. This situation generates important challenges for our education system. In a decentralized system, the balance between the distribution of competences in educational matters between the Central Administration and the different autonomies, and the guarantee of equal opportunities for all students should be a priority for a system education that wants to move forward with determination towards educational inclusion.

Inclusion; ASD; Education system; Inclusive policies; Equity.