This study highlights the pivotal role of artistic mediation within the professional practices of educators working with students on the autism spectrum (ASD). Utilizing a descriptive and analytical methodology based on a survey of 80 educators, the research explores how these artistic tools help create an inclusive environment that fosters the communication and social interaction skills of these students. The findings indicate that artistic mediation is of significant interest to professionals as it allows for a holistic approach to the child while adapting to their specific sensory and cognitive needs. Ultimately, the research demonstrates that using art as a flexible and engaging medium serves as an effective lever for school inclusion, significantly enhancing student participation and reshaping the supportive relationship.