A Inclusão Do Aluno Autista Na Escola Pública Brasileira

Abstract

Inclusive education must focus on serving each and every student, ensuring the quality of teaching, taking differences into account and valuing diversity. The objective of this study is to describe the main difficulties encountered by families in including children with Autism Spectrum Disorder in regular public education, reflecting on how and when the diagnosis of Autism Spectrum Disorder impacts the child's educational inclusion. Methodology: A descriptive literature review study was developed. The research was carried out in the Google Scholar databases; portal CAPES (Coordination for the Improvement of Higher Education Personnel) and SciELO (Scientific Electronic Libralyonline). Results: A total of 16,300 publications were found, and after applying the exclusion criteria, 16,288 were excluded, leaving a total of 12 publications in this study. Conclusion: At the end of the study, it was possible to verify that since the diagnosis of autism, parents face several problems, such as fear of the future, changes in routine, difficulty in adapting to the child's limitations, among others. Regarding the inclusion of this child in regular public education, families may encounter difficulties, such as: different behavior of the child in the school routine, confusion in the child's head due to changes in management, difficulty in adapting, teachers unprepared to work with the autistic child, lack of adequate education for autistic children, lack and even lack of adaptive material, lack of adapted space to receive autistic children, among others