Autismo e escola: condições de acesso, permanência e êxito escolar de estudantes com Transtorno do Espectro Autista no ensino fundamental

Abstract

This study aims to understand the conditions of access, permanence and academic success of students with autism spectrum disorder, in elementary school, the second stage of Basic Education, in search of possible answers to the research problem, which was formulated as follows: what are the access conditions and strategies used for retention and academic success of students with autism spectrum disorder in the final years of elementary school? It is known that there is a long way to go to make inclusion truly happen, what are the necessary actions? In this sense, we began by characterizing students with autism spectrum disorder; the conditions of access to school for these students, as well as strategies for permanence and success, identifying institutional actions for this inclusion. This is a bibliographical research, which for GIL (2017) is developed based on already prepared material, consisting mainly of books and scientific articles. Authors such as SILVA; GAIATO; REVELES, which bring the concept of autism, based on the etymology of the word. SANTOS (2008), emphasizing the role of the school in diagnostic investigation, identifying these students and their characteristics. RODRIGUES (2018), pointing out the obligation of Specialized Educational Service. In addition to these basic theories, this study also includes an understanding of the Law of Guidelines and Bases (LDB), LAW No. 9394/96, which lists the obligations of special and inclusive education in Brazil.