Importância da mediação escolar no processo de inclusão de alunos com TEA: uma revisão de literatura

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that compromises the areas of communication and social interaction. Considering the increase in the prevalence of autism diagnoses worldwide, it is important to analyze the daily life of autistic people in various social segments, especially with regard to the school context. In recent decades, the number of students with Autism Spectrum Disorder enrolled in the regular school system has increased considerably. Currently, the literature presents a variety of methods to promote the permanence and inclusion of people with disabilities, especially children with autism, in the school environment. In this scenario, the figure of the mediator emerges as a pedagogical agent in the process of inclusion of the autistic student. This study presents an updated overview of the importance of school mediation in the process of inclusion of students with Autism Spectrum Disorder. Data collection was carried out in the Google Scholar digital database, with works published in 2022 as a time frame. Using descriptors that reflect the theme, the research resulted in 99 (ninety-nine) articles which, after using inclusion and exclusion criteria, resulted in 04 (four) final articles evaluated. The results show evidence that the main factors that interfere in school mediation refer to the lack of legislation that regulates the profession, specifying its training and attributions to work in the educational field. Such results can be useful to the area of inclusive education by bringing to the debate what is being discussed about school mediation in the inclusion process, complementing the related studies, providing an update and consequently an expansion of the discussions on the subject, contributing to the research area.