A inclusão dos estudantes autistas na escola regular: desafios para o enlace entre teoria e prática

Abstract

ABSTRACT In view of the inclusion scenario present in Brazilian mainstream schools, this study aims to understand the process of inclusion of autistic students in mainstream schools. It is a bibliographical, exploratory and qualitative study. For knowledge purposes, the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) classifies Autism Spectrum Disorder (ASD) as a neurodevelopmental disorder characterized by the triad: difficulty in communication, difficulty in social interaction and changes in behavior. The study highlights that Special and Inclusive Education has grown in Brazil, since according to Todos pela Educação (2022) the enrollment of the target audience of Special Education in common classes reached 88.1% in 2020, among this data is the student with Autism Spectrum Disorder (ASD), the area of delimitation of the present study. The study revealed that the link between theory and practice in the process of including students with ASD happens through interpersonal relationships built in the environment and with an inclusive character, as the literature states, based on propositions that build solid paths for the inclusion of students with ASD in regular schools, always valuing the development of social interactions, behavior and language, and, above all, with an inclusive view. Keywords: Inclusion; Autism; Mainstream; School.