This paper reports the experience of teaching English to a student with Autism Spectrum Disorder (ASD) in a middle school in the Federal District, Brazil. During the first classes, the student showed great interest in English children’s songs, and based on this motivation, integrative pedagogical activities were developed, focusing on the student's linguistic development. The report highlights the importance of adapting methodologies to meet the specific needs of students with ASD, such as using audiovisual resources and interdisciplinary strategies, resulting in significant advances in grammar and vocabulary. The experience emphasizes the effectiveness of collaboration between the school, family, and teacher, proposing a three-ring model to illustrate the role of each of these agents in the teaching-learning process. The conclusion suggests the need for future studies on the use of audiovisual resources and the appreciation of empathy and individualization in teaching students with ASD.
