Desafios da inclusão escolar de crianças com autismo: uma revisão integrativa

Abstract

It is known that mental or behavioral pathologies are a relevant issue in society, presenting taboos and prejudices in health. Education is a subject full of challenges, in which school is classified as a gateway and an important environment for the development of social and cognitive skills in children, including those with Autism. In this sense, the objective of the study is to identify in the literature the challenges faced by children with Autism Spectrum Disorder (ASD) in school inclusion. The research uses a systematic review based on scientific evidence. In this way, the final sample resulted in 07 studies to compose the article. Therefore, it is essential not to describe this subject, in addition to resulting in the primary evaluation of the article. ASD is a disorder that for many years was treated with taboo and prejudice by family and society, being able to interfere in the training of teachers to develop school activities for these diagnosed children. In view of the above, the study contributes to early childhood education in the school inclusion of children diagnosed with ASD in early childhood and adolescence. Initially, the incentives that will lead to inclusion situations are observed by teachers, whether through changes or in the development and inclusion of educational and organizational activities, which will provide involvement in this environment, in the best possible way, pointing out positive points in education.