Políticas públicas educacionais inclusivas e o direito fundamental à educação no sistema regular de ensino para estudantes com Transtorno do Espectro Autista (TEA)

Abstract

The trajectory of Inclusive Education for autistic people in Brazil raises several concerns, mainly regarding the application of laws and learning effectiveness. With this in mind, this work seeks to elucidate, through its general objective, the importance of the applicability of Brazilian inclusive legislation and public educational policies in the field of inclusion for autistic children, and regarding specific objectives, it seeks to point out inclusive public educational policies for children with ASD, demonstrating the benefits proposed when there is effective application of these laws. In the search for achieving the proposed objectives, this work was divided into two chapters which aim to explain inclusive educational legislation. For this purpose, qualitative methodology was used, taking a direct approach to the analysis of concepts and ideas from various works and authors, such as example the authors Vera Lucia Caminha, Claudia Dutra, Ana Maria S. de Mello and the authors Leo Kanner and José Salomão Schwartzman. This research is concluded through a fully explanatory research that took place through bibliographical analysis of primary sources, using material with original content, such as articles on the inclusion of autistic children in the school context; books about ASD; dissertations that refer to the rights of children with disabilities; Laws and the Federal Constitution of 1988.